In an effort to understand teachers' and administrators' experiences with public school accountability, Policy Analysis for California Education (PACE), with the support of the Noyce Foundation, established the Educator Responses to Accountability Project (ERAP). During the 2002-2003 school year, the authors conducted in-depth interviews with educators in eight elementary schools across California. They spoke with teachers, principals, and district leaders, exploring such topics as their knowledge and understanding of recent accountability mandates, the impact of accountability on their classroom practices and their sense of professionalism, and their efforts to address inequities in student achievement within the context of accountability. This report discusses key themes that have emerged from their conversations with educators, drawing on the voices of public school teachers, principals, and district administrators to present a portrait of accountability policies at the school level. The authors heard critiques as well as expressions of appreciation for recent state efforts, and they heard suggestions on ways to improve or supplement existing policies. Four appendices are included: (1) PSAA [California's Public Schools Accountability Act] Overview & Evolution; (2) ERAP Schools (2002-2003); (3) Trend of API [Academic Performance Index] Scores; and (4) Interview Protocols. (Contains 2 figures and 19 endnotes.) [Additional funding for this project was provided by the California Policy Research Center.]