A summary of legislation concerning educational accountability reveals that 13 States hope to find greater accountability in testing or assessment programs, 7 in planning, programming, budgeting systems, 4 in uniform accounting system, 8 in the evaluation of professional employees, 2 in management information systems, and 1 in performance contracting. The framework of educational accountability also includes goals, educational vouchers, program audits, citizen involvement and related concepts. One problem in accountability is that there are apparently wide differences between citizens' expectations of public education and those of educators. Accountability is frequently being redefined with an emphais on outcomes using cost-effectiveness techniques; it should be understood that educators can be held accountable only within the constraints of the financial resources allocated to them. The most popular legislative means to accountability, statewide assessment programs, is often objected to on the grounds that abuses in the use of test data outweigh the benefits likely to be obtained from the data. The shortcomings and bias of norm-referenced tests, the use of random sampling, and pressures on all concerned are some of the objections to State assessment. Proponents of this method believe it will increase commitment to education. Efforts are being made to encourage the use of experimental programs and to improve statistical methods of handling data. (KM)