This paper explores the potential pitfalls associated with the new federal accountability role precipitated by the passage of the No Child Left Behind Act. The paper presents worst-case scenarios with the assumption that it is worthwhile to consider the potential for unanticipated consequences so as to avoid problems before they occur. After providing a general overview of the new federal, state, and local accountability relationship, the paper focuses on how accountability systems might create unanticipated negative consequences. More specifically, the paper discusses ways of misrepresenting educational realities; the problems of teaching to the test; shaping the pool of students to be tested; how the definition of a school may be manipulated to meet standards; adjusting state standards downward; tallying methods used for measuring progress; and possible checks on manipulating the system. The paper concludes that it would be unfortunate if manipulation and abuse of the law actually occurred because it would reduce the likelihood that the goals of the legislation would be realized, and it would undermine, in the eyes of the public, the notion that standards and accountability can be used to improve education. (Contains 34 references.) (WFA)