An understanding of state accountability systems is critical in the discussion of educational reform. Clear and complete definitions of expectations for learners are needed before conducting educational assessments. This document describes findings of a study that examined six state accountability systems, with a focus on how they impacted low-performing school districts. The results of case studies of two low-performing school systems, one in South Carolina and one in North Carolina, are presented. The case studies examined how the state accountability systems related to: (1) the culture of poverty and politics of race; (2) the role of state agencies in supporting reform; and (3) the limitations of current state accountability systems. It is concluded that hasty implementation of accountability systems is a major impediment to educational reform. Rather than taking over continually low-performing districts, the state agencies need to implement midcourse corrections to help schools succeed. Examples of supportive state-agency practices in South Carolina, North Carolina, Georgia, Mississippi, Alabama, and Florida are briefly described. A policy framework that supports all schools' ability to meet standards is outlined, with eight recommendations. (LMI)