This report addresses the relationship between the school accountability measures required for Title I schools and those put in place by state and local jurisdictions. The document's main focus is on the degree of coherence and compatibility among the multiple accountability systems, as well as the level and coordination of support provided to schools in need of improvement. The report analyzes two state-administered systems (Kentucky and Maryland), two locally developed systems (San Francisco and Chicago), and one large urban district responding to the state-based accountability requirements (New York City). Five major findings regarding the identification and support of low-performing schools in these jurisdictions emerged: (1) most low-performing schools identified by state or local accountability systems are Title I schools; (2) considerable overlap exists between the schools identified for improvement under Title I and those identified in the jurisdictional systems; (3) where there is no overlap, the discrepancy stems primarily from differences in the criteria used for identification; (4) the lack of specified consequences for Title I schools that fail to improve contributes to a relatively low saliency for Title accountability in these jurisdictions; and (5) support provided to low-performing schools (identified by either Title I or jurisdictional accountability systems) varies substantially from jurisdiction to jurisdiction. (Author)