This policy analysis examined the intersection of a statistical model and locus of control to recommend an accountability model that best upholds the criteria of equity, efficacy, and impact on student learning for Missouri schools. Using Eugene Bardach's eightfold path and informed by the quality education in schools framework, this analysis first explored the three most viable statistical models for accountability: status, improvement, and growth. Those models are then analyzed in the context of their locus of control, be it the local or state level. This intersection created six alternatives and formed the basis for policy recommendation. The analysis indicated that a valued-added growth model controlled at the state level best meets the established criteria. This policy allows for an increased level of equity using the value-added model and increases efficacy by generating comparative data on a state-level. While this model cannot confirm significant impact to student learning, data generated by the model could contribute to further research into best instructional practice. [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.]