These 3 papers explore accountability in education: implications for guidance workers; accountability -- to whom, for what; and accountability from the point of view of a chief administrator. The first paper promotes a 4 step action plan to help the practitioners of guidance "get their house in order": (1) balancing burdens with capabilities; (2) stating these burdens in comprehensible language and then plunging into the derivation of objectives reflecting specific behavior; (3) identifying criteria measures for evaluating progress toward objectives; and (4) discovering alternate, cost effective strategies for reaching the stated goals. The second paper proposes the thesis that accountability suffers from the same ills as American education -- white control, and advocates that minorities become involved in community control and participation in their children's schools. The final paper asks 4 questions regarding counselors and accountability: (1) do kids find counselors helpful? (2) can we get the psychologist to become a practitioner, not a paper-pusher? (3) should counselors spend time with both normal and problem children? and (4) shouldn't we offer counseling and tangible suggestions rather than nothing at all? (TA)