I have read with interest “Accountability for Equity: Can State Policy Leverage Social Justice?” by Skrla, Scheurich, Johnson, and Koschoreck (chapter 5). Essentially, these authors argue that the high stakes testing system in Texas by which schools and districts are held “accountable” for student test results, not just overall but disaggregated by ethnic group, has contributed to social justice in terms of reducing the gaps in educational achievement between White and minority children in Texas schools. They discuss “accountability at the state level” and also “improvement at the school district level.” They conclude: “We have presented our arguments and evidence that accountability can, in particular configurations and in certain uses, leverage social justice.”