School psychologists are in a unique position to add to the discussion about accountability efforts and the effect on students, teachers, and education. At the end of North Carolina's 2000-2001 school year, End-of-Grade (EOG) scores will be used to hold individual students accountable for their own achievement. Fifth graders will be required to score a Level III on both EOG reading comprehension and math in order to be promoted, and next year eight graders will face similar gateways. The North Carolina School Psychology Association contends that use of Student Accountability Standards (SAS) to make major decisions about individual students is not adequately validated and will cause serious harm to the state's most vulnerable students. They question the fairness of EOG test results and the disproportionate impact of certain aspects of the SAS on minority and culturally disadvantaged students, economically disadvantaged students, and students with limited English language. This report points out how EOG test results does not measure up to established standards of reliability, validity, and fairness necessary for making decisions about individual students. Several arguments are presented on the detrimental effects of retention on students. Alternatives to this method are presented that support student learning and help prevent student failure. (Contains 30 references.) (Author/JDM)