Funding of much creative effort to solve educational problems is riding on effective states needs assessment and, therefore, suggests a model for accountability as well as identification of cognitive and affective needs. Concepts for model constructs are several, including the learner's unique self-social system: the school and classroom with its own mix of interacting influences: policy, instruction, content, personnel and their perceptions. Output gaps between criterion behaviors and attainment can then be analyzed for present accountability and used as guidelines for change, planning, and continuing assessment. (Author)