California is taking a bold new approach to the evaluation of school performance, the provision of data to parents and educators, and the use of accountability to improve student learning. Broadly speaking, the state is stepping away from the consequential accountability that was compelled under No Child Left Behind and toward a system that relies more on capacity building and a continuous improvement approach to addressing low performance. The state is also moving away from a single measure to evaluate school performance (tossing the Academic Performance Index (API) on the dustbin of history) and moving toward a much more complex, multi-faceted approach. Owing to a more hands-off US Department of Education under more recent accountability legislation, the state is charting its own course. In addition, the state has created the new California School Dashboard, a website that gives school and district leaders and parents evidence about the performance of California schools. The purpose of this report is to provide early evidence about how well the system is working. To do this, the authors draw on a four-part framework for appraising accountability systems first put forth by Polikoff, McEachin, Wrabel, and Duque (2014). This framework identifies construct validity, reliability, fairness, and transparency as key features by which to judge accountability systems. The authors explain these criteria and introduce a new feature--consequences--and apply them to the California School Dashboard to evaluate the progress of the new system. They ask three research questions about the early implementation of the California School Dashboard and whether stakeholders (i.e., superintendents and parents) are using it as intended: (1) To what extent does the dashboard align with what we know about effective accountability systems?; (2) In its early implementation, how are superintendents using the dashboard? What do they say about its strengths and weaknesses? How do their uses align (or not) with the theory of action for the policy?; and (3) What do parents think of the dashboard and multiple measures accountability? How do opinions differ according to key demographic groups?