Bacon and Stewart (2016) argued that assurance of learning efforts in most business schools is largely futile--a stance held by many faculty members, for a variety of reasons. They provided detailed evidence that most schools' data collection efforts for assessment, particularly in graduate or niche programs, suffers from insufficient statistical power due to small student numbers. They proposed that business schools seek an alternative approach for conducting learning assessment that encourages a deep dive into existing pedagogical research and, depending on program size, employ qualitative methods in assessment of student learning. While Burke-Smalley wholeheartedly agrees with Bacon and Stewart that faculty need to make more and better use of the extant pedagogical literature to close the assessment loop, she also contends that this should also apply to accreditation bodies and other stakeholders (e.g., textbook publishers, professional associations). [For "Why Assessment Will Never Work at Many Business Schools: A Call for Better Utilization of Pedagogical Research," see EJ1132668.]