Since the no Child Left behind ACT of 2000, there has been much debate over how to accurately determine school’s progress and achievement. What is the best way to hold schools accountable for the education of the nation’s children? This question is in the minds of educators across the country. Over the last few weeks we have examined many different perspectives on this problem, including Barton’s idea of gain assessment[1], Hess’s belief in “mean accountability”[2], and Raywid’s set of reasonable expectations and creative ways of measuring school achievement[3]. If i were to become responsible for education reform in Massachusetts today, I would adopt the ideas put forth by Barton and his strategy of gain assessment as the best way to hold schools accountable for educating students for the future.