In 2002, the RAND Corporation launched a project to understand how educators are responding to the new accountability requirements in California, Georgia, and Pennsylvania--three states that represent a range of approaches, regions, and student populations. The researchers aimed to identify the factors that enhance the implementation of SBA systems, encourage positive changes in teaching practices, and improve student achievement. Through surveys, interviews, and visits to schools in these three states, they found that NCLB is affecting the work of superintendents, principals, and teachers both positively and negatively. Although the three states developed different accountability systems, school and district administrators are engaged in similar school improvement activities. The key findings, summarized in this brief, were: (1) Most superintendents considered three improvement strategies most important: using data for decision making, aligning curriculum with state standards, and focusing on low-performing students; (2) Teachers changed their instruction in both desirable and undesirable ways; (3) Most educators felt challenged by insufficient alignment among state standards, curriculum, and tests; and (4) The researchers recommend improving alignment among standards, tests, and curriculum; providing educators with professional development assistance; and exploring ways to measure performance more accurately.