By late last November, the 2004-2005 academic year had become known informally among higher education policy wonks as "the year of accountability." Probably because of anticipated debates about the Reauthorization of the Higher Education Act (which were supposed to have begun in January but fizzled), no fewer than four major reports on accountability and assessment were issued by various actors between September 2004 and July 2005. This article describes these reports, which collectively signaled to the academy that the rules of the accountability game were changing. Cutting across the diversity of these four reports (and they are indeed quite different) are three themes that not only are important but also begin to define a new look for accountability. First, accountability is now indubitably about "results." Second, accountability is now far more likely to be cast in terms of "public interest" than in terms of institutional performance. Finally, accountability processes are increasingly emphasizing "transparency."