How have instruc­tion­al prac­tices in New Orleans changed since the New Orleans reforms? What does good instruc­tion look like, and how are New Orleans teach­ers being pre­pared to deliv­er it? How have instruc­tion­al prac­tices been affect­ed by test-based account­abil­i­ty? Is account­abil­i­ty lead­ing to dif­fer­ent or bet­ter instruc­tion? Are there unin­tend­ed effects or ​“dis­tor­tions” such as focus­ing more atten­tion on stu­dents who are close to meet­ing pro­fi­cien­cy stan­dards or nar­row­ing the cur­ricu­lum to focus on test­ed subjects?