The Every Student Succeeds Act (ESSA) requires states to develop an accountability system that includes multiple measures of student academic performance and at least one additional indicator of "School Quality or Student Success" (SQSS). To support policymaking at both the state and federal level, the authors of "Identity Crisis: Multiple Measures and the Identification of Schools under ESSA. Policy Memo 16-3" use the innovative measurement system developed by the CORE Districts in California to explore one important aspect of ESSA, the identification of schools for support and improvement using a multiple measures framework. They find that: (1) Different academic indicators measure very different aspects of school performance, and states should therefore be allowed and encouraged to make full use of multiple measures to identify schools instead of reporting a single summative rating; (2) The ESSA regulations effectively restrict the weighting of the non-academic "School Quality and Student Success" indicators to zero, which is not in the spirit of the law's attention to multiple measures of school performance; and (3) The majority of schools will be identified for Targeted support and Improvement (TSI) under the current regulations, which suggests that the rules for identification should be clarified. [This memo represents work underway as part of the CORE-PACE Research Partnership. For the full policy memo, see ED574851.]