This focus of this newsletter asserts that if one accepts that accountability systems are intended to serve both symbolic and technical functions, one can ask how well they are operating symbolically to motivate action and how well they are doing in providing adequate technical information to support intended inferences. In this column, it is argued that while accountability may be accomplishing its motivational goals, current systems may be technically inadequate for serving ultimate goals of improving student learning. While the federal government recently has offered states new flexibility in counting students for AYP purposes, important issues remain in optimizing the learning value of accountability assessments. Unless and until they seriously incorporate local and/or classroom assessment (performance assessment), accountability systems cannot assure adequate reliability and validity for individual decision-making purposes and cannot provide necessary information to support student learning. One idea for system design is presented by the authors here.