Holding public schools accountable for students' academic achievement is the centerpiece of educational reform policies in the United States (U.S.). Two dominant accountability frameworks are standards-driven and market-driven. A significant challenge associated with these 2 frameworks is how to include children with disabilities. We assert that including children with disabilities is 1 indicator of whether these accountability frameworks are fulfilling their potential. We synthesise 15 years of research on accountability frameworks, both standards-driven and market-driven, particularly as reflected in charter schools, and we examine how these accountability frameworks have addressed the needs of children with disabilities in the U.S. We discuss implications of our findings for the U.S. and other countries where accountability frameworks are being considered as a strategy to improve public schools and academic outcomes for all students.