A pressing need exists within the field of early intervention and early childhood special education to identify and measure outcomes for young children and their families as a result of participating in publicly funded services. This article identifies critical issues for state administrators, providers, families, and researchers to consider when designing state-level accountability systems. The article explains the complexities of multiple federal accountability initiatives, confusion over terms used in various accountability initiatives (e.g. standards versus outcomes), multiple levels and types of accountability initiatives, and challenges faced in identifying and measuring standards and outcomes. Specific information is provided to facilitate the design of accountability systems that support the inclusion of young children with disabilities.
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