A growing body of research distinguishes between official systems of accountability and "felt" accountability - how people feel responsible to one another across a web of complex, intersecting relationships. Research in the behavioral sciences suggests that while such feelings have a dramatic effect on results, these have been inadequately studied in schools. Within schools, this effect is especially critical for adolescents at risk of dropping out as these youth are highly aware of the influence of accountability on them and their futures. This case study explores Jackie Robinson Academy (JRA), a high school that enrolls students who had previously failed. Qualitative analysis is employed to understand the experience of accountability for five recent successful graduates and the educators and education leaders who hold them accountable. While standards-based accountability is the dominant paradigm in American education today, this study finds three other forms - goals-based, inquiry-based, and community-based - that appear in many cases particularly well suited to the skills graduates identify for life success. Further, accountability for staff at JRA is echoed in many ways in accountability for students, such that attention to how staff are held accountable is inseparable from attention to how youth learn. Finally, the findings suggest that certain people occupy roles that place them at critical junctures where they must shelter others from one form of accountability to protect effective education through other forms of accountability. The study expands understanding of the complex ecosystem of felt accountability when that system yields reclaimed success for youth. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]