A research project was developed for New York City public schools to improve student achievement based on analysis of school performance and subsequent development of corrective action evaluated within a framework of accountability. The program was composed of: (1) participation in the decision making process by various special interest groups; (2) analysis of standardized achievement test data; (3) identification of exceptional schools; (4) diagnosis of school variables and conditions; and (5) development, implementation, and evaluation of corrective plans. Preliminary data were obtained from a 62-school sample. The accountability program was initiated and included a citywide computerized database of reading achievement test data for students in grades 2 through 5, and the construction of a Minimum Performance Standards Test in reading, which was directly related to the New York City public school curriculum. Exceptional schools were identified through analysis of the database and were examined to determine the educational process variables which contributed to improved student achievement. Data were reviewed by advisory committees composed of educators and parents in order to recommend improvement strategies. Accountability was defined as the responsibility to implement effective corrective action by supervisors and teachers. (MH)