Since the 1990s, many states have started implementing standards-based reforms and developed their own accountability systems. Each state established academic content and performance standards, implemented test for all the students in grades 3 through 8 annually, and set up annual measurable objectives in reading and mathematics for districts, schools, and designated student subgroups within schools. The combination of states' accountability policies, such as performance standards, high school graduation exit exams, and the difference of between starting points and intermediate goals, may lead to the varying strength of the accountability systems in different states. Although several studies focused on whether these differences are related to students' achievement and teachers' instruction, little is known about how principals respond to accountability systems, although principals make a big difference in teachers' instruction and students' academic outcomes. Therefore, it may be necessary to find the relationship between the strength of the states' accountability policies and principals' responses and the relationship between the strength of the states' accountability systems and teachers' responses. The relationship between the strength of accountability systems (the stats' proficiency performance standards, the difference of starting point and intermediate goals (AMO strength) in states, and the high school graduation exit exams) and principals' responses (having influence on instruction and facilitating teachers' learning) were studied using 2-level hierarchical linear modeling (HLM) analysis based on 2007-2008 SASS, and the relationship between the strength of accountability systems and teachers' responses (teacher autonomy and their participation in professional development programs) were examined using 3-level hierarchical linear modeling analysis based on the same data set.The analysis of two level HLM found the negative effects of states' accountability systems on principals responses. AMO strength was negatively related to principals' influence on instruction, and the high school graduation exit exams negatively affected principals' support of professional days before and during the school year. However, other states' accountability policies, the proficiency performance standards may not have any relationship with principals' influence on instruction and their facilitating teacher learning. Principals' professional development programs and school climate were related to principals' responses to states' accountability systems. The findings of three level HLM showed that the proficiency performance standards increase teacher curriculum autonomy and their spending time for content professional development programs although AMOs strength and high school graduation school exit exams decreased them. Principals were an essential factor for teacher autonomy and their participation in professional development. School physical features were effective on teacher curriculum autonomy and their content professional development programs, while school climate were critical on teacher instructional autonomy and teachers' spending time in classroom management.
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