This paper describes the background of various accountability systems, discusses policy issues related to the use of educational accountability information, and offers a history of the school-accountability law in Nevada. The paper concludes that because policymakers continue to express concerns about uniform measurements and comparability, it is likely that nationally norm-referenced tests will continue to be used in accountability systems. The demand for quality information will continue and the level of sophistication and policymakers' reliance on accountability systems will increase. States will continue to use achievement scores as a component of any accountability program. The need for reliable analyses of the information provided by such systems will become increasingly important. Appendices contain information on states' use of report cards, two approaches to student-assessment policy, Nevada school districts' use of standardized tests during 1994-95, achievement data for Nevada school districts and counties (1992-93), an analysis of the Nevada school-accountability system, and the Nevada deputy attorney general's opinion of Senate Bill 511--the School Accountability Law. (Contains 18 references.) (LMI)