Public officials are increasingly contracting with the private sector for a range of educational services. With much of the focus on private sector accountability on cost-effectiveness and student performance, less attention has been given to shifts in democratic accountability. Drawing on data from the state of New York, one of the most active contracting contexts, the authors examine how contracting poses challenges to democratic accountability and provide suggestions for how policy makers engaging with private sector providers might better attend to the broader public purposes of schooling. (Contains 1 table and 1 note.)