This column focuses on the challenge of assessment and accountability in providing services to gifted students.The new Common Core State Standards in mathematics and language arts require new assessments for measuring student progress. The gifted field must be a part of the conversation in designing these tools. The National Association for Gifted Children has begun to address this need by publishing two books that focus on using the Common Core State Standards with gifted and advanced students. Each of the books includes one chapter about ways of differentiating assessments to encourage higher level reasoning and creativity. Given that these new assessments will be used in state accountability systems to determine the effectiveness of teachers, schools, school districts, and states, the Council for Exceptional Children (CEC; 2012) recently published a position paper on "Special Education Teacher Evaluation." This paper emphasizes that gifted education teachers, who also provide more individualized supports and services, are included under the special education teacher umbrella and their evaluation should adhere to the same tenets. These tenets address: (1) systemwide teacher evaluation components; (2) the complex role of the special education teacher; (3) the quality of the measurements; and (4) the professionalism of special education teachers. Professionals in gifted education need to not only use these resources but also identify states that model these tenets of teacher evaluation and include gifted and advanced students in their accountability systems.