Whether and how to hold schools accountable for their performance has been a topic of debate in education circles for decades, and the use of standardized achievement test scores for accountability has been particularly contentious. One proposed strategy for reducing reliance on test scores is to incorporate non-test measures into accountability systems. In fact, doing so is a requirement under the Every Student Succeeds Act (ESSA), the federal legislation that guides state testing and accountability policy. Additional indicators can reduce the extent to which test scores drive school performance ratings while sending a message to educators and the public about the need for schools to attend to conditions or outcomes beyond test scores. In this report, the author discusses a category of measures that she calls "nonacademic" indicators and briefly describe ways they can be used to inform decision-making. The author then offers a set of questions that policymakers should ask before adopting such measures for accountability purposes.