The "Every Student Succeeds Act" (ESSA) replaced the "No Child Left Behind Act of 2001" (NCLB) in December 2015, substantially changing the federal role in education and how schools across the country will be held accountable. For state policymakers, designing new ESSA-compliant accountability systems is a significant opportunity and a serious responsibility. Both NCLB and ESSA are reauthorizations of the "Elementary and Secondary Education Act" of 1964 (ESEA) and have important similarities and striking differences in their approaches to school accountability. Under NCLB, states complied with rigid federal requirements for setting performance goals on grade-level standardized tests for students from all backgrounds and implemented mandated interventions in schools if those goals were not met. ESSA--like its predecessor--continues to require states to conduct grade-level testing, report results by subgroup, and implement school accountability systems; however, ESSA gives states greater authority to determine the specifics of what is measured and how those measures are used in school accountability. The new law does not give "carte blanche" to the states, but it does give significantly increased flexibility. ESSA opens the door for innovation in school accountability systems, while the responsibility for maintaining high expectations for all students rests squarely on the shoulders of the states. This issue of "re:VISION," designed to inform state accountability policy, pairs the specific ESSA accountability requirements with important design considerations in light of these requirements and the opportunity afforded by the new flexibility.