Statement of Purpose and Method of Study: Conley's college readiness model includes four key indicators: cognitive skills, content knowledge, academic behaviors, and transition knowledge and skills. The study determined how State Educational Agencies (SEAs) outside Mississippi with an average or above-average post-secondary retention rate measure college readiness based on Conley's framework. The study's population included 24 SEAs with an average or above-average post-secondary retention rate at degree-granting institutions that primarily award degrees at a baccalaureate level or above. This study analyzed ESSA compliance documents submitted by each SEA through a qualitative content analysis, including accountability measures. This study provides states seeking to incorporate additional college readiness indicators in their accountability models with insight into potential measures to drive improvement. Findings and Conclusions: Of the 24 states in the population sample, 17 included measures for key cognitive strategies, 24 for key content knowledge, 19 for key academic behaviors, and four for key transition knowledge and skills. The study finds key transition knowledge and skills to be the least represented of Conley's key college readiness indicators in the analyzed accountability models. Based on the study's results, policymakers should consider researching and adopting an accountability measure for key transition knowledge and skills, including measuring the percentage of students meeting career and academic planning milestones. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]