The current emphasis in education on accountability is tending toward "push-button accountability." The challenge is to evaluate access and retention as well as other educationally relevant goals to define "quality" or "accountability." In higher education, accountability should be proven through assessment and should consist of proof that what one says students receive from the educational experience is what they really get. Radiologic technology programs have traditionally gone beyond the minimal requirements set forth for accountability in colleges. The demand for accountability will lead to new ways to prove quality. The concept of value-added education will become more important and will be increasingly used as a measure of quality. Basic questions that will be asked can be subdivided into Access indicators and Quality indicators. The radiologic technology educator will need to support outcomes measures. The profession has adopted accountability demands as can be seen in the "Essentials and Guidelines of an Accredited Program for the Radiographer." In an "outcomes" environment, there is a definite need to be proactive. Admissions standards in radiography and radiation therapy with their focus on equity represent a sample action strategy. The "Essentials" allow for institutional prerogative while focusing on matters of objectivity so that programs may choose students they feel will be productive radiographers. (23 references) (YLB)