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Accountability in language education is often associated with top-down national policies unresponsive—or even hostile to—local needs; however, when accountability is driven by local stakeholders seeking to better understand and enhance their programs, it can foster productive cycles of action research and curriculum development. This paper reports on one such internally-motivated accountability effort, in which program insiders sought to determine the efficacy of a reading test beingdoi:10.14483/udistrital.jour.calj.2013.1.a07 fatcat:2nsbpsbq4jhdnmwjlnbkmfh4xe