The role of technology and the measurement of educational progress are discussed, with an emphasis on the development of school report cards. Comments are made from the perspectives of (1) a member of a university community and (2) a researcher in evaluation and measurement. Efforts to formulate school report cards in Florida, California, and elsewhere make it apparent that universities can look forward to extensions of recordkeeping and reporting for accountability purposes. An evaluation perspective leads to two concerns: (1) the view of the organizational change or school improvement that is assumed by the school report card; and (2) the need for reflection on and evaluation of the school report card programs. Standardized tests have constituted a key element in school report cards. The National Assessment of Educational Progress is an example of the direction that testing should take. Developing assessments that are meaningful to teachers and learners will require long-term cooperative efforts of teachers and specialists. It is concluded that more information does not necessarily mean better schools or postsecondary education. Technology does not determine the choices for what a school or postsecondary report card contains or the system/legislation that fosters the report card. The challenge is to study the meaning and use that is derived from accountability measures; develop alternative or multiple assessments, and change from thinking that a single accountability system or any accountability system can meet the goal of accountability and the goal of school improvement. (SLD)