This paper discusses the use of Scholastic Assessment Test (SAT) scores and other elements affecting institutional accountability in the University of Maryland system. It asserts that SAT scores in and of themselves are not accurate predictors of retention and success. The publication of SAT scores of first-time, full-time freshmen clearly is as not adequately accounting for the large numbers of transfers and part-time students who constitute these universities' complete undergraduate populations. The use of incoming first-time, full-time student SAT scores for purposes of accountability for retention and graduation rates penalizes these institutions. The recommendation is to focus on the 25th, 50th, and 75th percentiles of the distribution of the combined SAT scores, since these data provide a better representation of an institution's freshman class than does the average SAT score of first-time freshmen. These percentiles and the interquartile range measure the degree of homogeneity in SAT scores of a freshman class and thus more adequately describes the undergraduate student body. In a time of budget constraints, issues of technology, of articulation between high schools and two-year and four-year institutions, and of distance learning programs present both challenges and opportunities for institutions now educating a much wider array of students. Better methods will have to be found to track students coming out of new teaching styles such as 'school to work' and 'tech prep' programs. (BF)