The recent introduction of new accountability measures in English schools, such as Progress 8, may have had an impact on the qualifications and subjects taken by students and offered by schools in England. The main headline measure by which schools are judged has been changed from the proportion of students achieving 5 or more GCSE grades A* to C (including English and maths) to a measure of the progress made by students between the end of primary school and the end of Key Stage 4. The new measure is based on performance in the best 8 subjects, which must include English and maths and at least 3 'EBacc' subjects. Schools were first subject to this new accountability measure in the 2015/16 academic year. This research investigates whether any effect has been found to date, in terms of changes to uptake and provision of different qualifications and subjects, and considers what the impact might be in the future. The focus of this report is on changes to the uptake of qualifications and subjects in the last year, following the introduction of Progress 8. However, to provide some context and to give an indication of long term trends, results will be presented for all years from 2007/08 onwards. This time period includes some other important changes to accountability measures. Data was taken from the National Pupil Database (NPD) from each year between 2007/08 and 2015/16. As well as an overall analysis of changes to uptake and provision, this research also investigated changes in different groups of schools. For this analysis schools were classified by school type, by attainment and by deprivation. It is clear from the analysis that the introduction of Progress 8 has impacted significantly on the uptake and provision of qualifications and subjects.