Barton argues that the school accountability system now operating itself has some accountability problems. He discusses three key flaws: (1) The system ignores the fact that--because many states have not yet aligned their standards, curriculum, and test--many assessments being used don't meet basic criteria for test validity; (2) The present accountability system does not reliably sort out effective from ineffective schools; and (3) Models that do measure such student gain are not transparent and don't help inform instruction. Barton recommends that the system shift to using two forms of a test that measure the same content, with one form given at the beginning of the school year and the other at the end. Such a test would measure the knowledge and skills students gain throughout a school year. Standards could then be set for how much gain schools should be expected to achieve in particular subjects and particular grade levels.