Educators' views on teacher accountability vary greatly. As the impact of high-stakes testing permeates all public school systems, systems continually implement more and more accountability measures for teachers. Educators expect students to make and demonstrate progress as measured by annual or biennial assessments. Many parents blame the schools and, more specifically, classroom teachers, when their children's performance on these tests does not meet or exceed the level of proficiency. Schools are categorized as making adequate yearly progress (AYP) or not making AYP. Schools that make AYP are applauded; schools that do not make AYP are given ultimatums after adequate progress is not made over a period of three years. On the elementary, middle, and secondary school level, scores are sometimes attributed to specific teachers, depending on the grade level or course that the educator teaches. This research study, which employs the use of both quantitative and qualitative methods, examines the use of high-stakes testing for teacher accountability. Additionally, the study will address accountability measures used to evaluate schools and students because student performance and accountability directly affect both school accountability and teacher accountability. Furthermore, this study will examine the results of studies by educators who are credible in the field of educational research and assessment. Surveys and interviews will be conducted to ascertain subjective and objective responses to several questions directed to professional colleagues and parents of elementary, middle, and high school students.