"School Segregation on School Report Cards: Who Are We Grading Anyway?," released by the Urban Institute, considers the impact of proposed legislation that would add a measure of segregation to the state accountability system in North Carolina. The legislation would assign a "proportionality score" to schools, measuring how representative a school's racial demographics are to the surrounding county. Using publicly available data, the report examines how scores would vary depending on the population to which schools are compared. This "what if" exercise highlights the control (and responsibility) policymakers have over "what" is measured and "how" measurement is undertaken in accountability systems. In particular, it demonstrates how small changes to formulas meaningfully shift the story data tell about schools. Although it does not make recommendations about which formulas are best, the report does raise questions to help policymakers evaluate the trade-offs of different approaches. However, given the high stakes of accountability systems and the likelihood that measures become distorted over time, a note of caution is warranted, lest the different formulas be used to fish for optimal outcomes rather than drive deliberative policymaking.