All of the states in this study have recently been involved in school accountability system reform. Since 2011, the states have taken advantage of a federal program to give them flexibility around certain requirements of the "No Child Left Behind Act" of 2001 (NCLB), the most recent reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA). States requesting ESEA flexibility waivers must meet federal guidelines as part of the changes they make to their statewide accountability systems. While some changes vary among states, all states must adopt certain policies the U.S. Department of Education considers fundamental to reform. These policies include, among others, having college- and career-readiness standards and assessments, aligned alternate assessments for students with the most significant cognitive disabilities, aligned English language proficiency (ELP) standards and assessments for English learners, and educator effectiveness systems that incorporate the use of student performance data. States are working hard to integrate the work of such complex reforms. The following profiles examine how states' new statewide accountability systems incorporate measures that hold schools accountable for student learning of the states' new college- and career-readiness standards. The profiles also explain how states' accountability reporting for the use of federal Title III funds to serve English learners incorporates such measures. In each profile, the accountability measures used by the state are listed, followed by what is known about the extent of their alignment to the state's new college- and career-readiness standards. (These profiles do not seek to explain each state's entire statewide accountability system, which can include many goals, only some of which relate to student learning of the state's new college- and career-readiness standards. See each state's profile for links to detailed information on the state's entire accountability system.) For trends across the states in the design of their systems, successes, challenges, types of support needed to move this work forward, and practitioner experiences with putting the evaluations into practice, see the accompanying "Cross-State Findings Report" (ED559248).