Educational accountability is central to the reputation of the nation's community colleges. Some community colleges are adopting mastery learning, competency-based education, curriculum tracking, and/or minimum competency-testing as a means of remaining educationally accountable. Mastery learning programs, under which students are required to demonstrate competency in specified, cognitive, affective, and/or motor skills, can be used to document learning. Rather than basing grades on how well a student performs in relation to his/her classmates, instructors require students to demonstrate mastery of course subject matter on criterion-referenced tests. Competency-based education (CBE) programs have been drawn from the mastery learning philosophy. Besides requiring students to achieve a mastery of sequentially ordered course materials, CBE requires students to demonstrate competence in performing skills or behaviors that are central to specific tasks, activities, or careers. The structure of the curriculum and the flow of students through it are important indications of the learning that accompanies degree or course completion. Several educators have called for degree programs that provide an ordered sequence of courses, rather than a smorgasbord of unrelated electives. A final area in which community colleges are working in order to improve educational accountability involves the identification and testing of minimum competencies, covering the areas of reading, writing, arithmetic, algebra, geometry, trigonometry, analytic geometry, and mathematical analysis. (EJV)