During the past two years, three independent studies--conducted by Policy Analysis for California Education (PACE), American Institutes for Research (AIR), and the Consortium for Policy Research in Education (CPRE)--have examined the accomplishments, shortcomings, and continuing challenges of California's Public Schools Accountability Act (PSAA). This brief outlines common findings in the experiences of teachers, principals, and district administrators in implementing PSAA and recommendations across the three independent studies. Some of the key findings include: (1) Educators reported a renewed and unparalleled focus on improving student achievement and low-performing schools, also evidenced by rising test scores; (2) Effective use of data to inform practice was sporadic--Many educators lacked the skills, capacity, or time to analyze, understand, and respond to data on achievement gaps; and (3) District policy and context significantly influenced PSAA implementation, instructional improvement, and student achievement. [This report also funded by the Noyce Foundation.]