As the Every Student Succeeds Act (ESSA) is implemented, states are evaluating their accountability systems to gauge these systems' alignment with ESSA stipulations. The implementation of ESSA provides states with opportunities to change the compositions of their accountability systems and to select indicators that are aligned with their visions for systems that support learners. As states undertake this work, a scan of state accountability system decisions might provide some supportive contextual information. The information presented in this report is gathered from state Elementary and Secondary Education Act (ESEA) flexibility waivers and accountability workbooks, presenting findings related to accountability decisions made to meet ESEA requirements. A summary of state accountability systems is presented in Table 2, with a focus on states' approaches to developing annual measurable objectives (AMOs) and creating measures for subgroup accountability. CSAI also conducted a review of states' available draft ESSA plans, focusing on states that have released comprehensive state plans for public review. In reviewing state ESEA flexibility waivers and accountability workbooks, CSAI found that use of assessments and graduation rates as indicators of student learning in state accountability systems was common across all states. Nearly half (n = 23) of the states included attendance rates as an accountability measure. Additionally, present across at least 30 states was an emphasis on college and career readiness, as measured by some or all of the following indicators: participation and performance on college entrance (e.g., ACT, SAT, WorkKeys, college placement) and advanced secondary course (e.g., Advanced Placement, International Baccalaureate) assessments; dropout rate; postsecondary enrollment; concurrent-enrollment/dual-credit rate; attainment of industry credits; and/or percentage of students requiring remediation in college. While student-related indicators were the primary focus of state accountability systems, other measures that were incorporated into a few states' accountability systems include: (1) School climate/culture (Georgia, Illinois, and New Mexico); (2) Community/student/parent engagement (Illinois, New Mexico, and Texas); (3) Program reviews (Alabama and Kentucky); and (4) Principal/teacher evaluations (Alabama, Kentucky, and Michigan). State accountability systems also included measures for identifying and reducing gaps in achievement among student groups.