Teacher support is critical to the success and impact of any reform effort (Hall & Hord, 2001; Jewett, Bain & Ennis, 2001). Jones, Kirby, Mitchell, Doutis, and Rink (2005) found teacher perceptions of accountability to be primarily positive. The purpose of this study was to examine teacher support of program assessment through their actions. Specifically, is there a relationship between participation in program assessment and formal accountability? Data from 4 years of program assessment in South Carolina were used to answer this question. High school physical education teachers were told that their programs would be assessed once every three years and that results would appear on school report cards. Assessment was tied to four performance indicators (PIs), adapted from national standards (NASPE, 1995): (PI 1: Competent in two movement forms; PI 2: Design a personal fitness program; PI 3: Participate in health-enhancing physical activity outside of class; and, PI 4: Meet age and gender health related fitness goals). Out of 68 eligible schools in 2001, all (100%) participated. Budget cuts resulted in a one-year hiatus from collecting assessment data. In 2003, the program continued on an “optional” basis, and 50 of 60 schools (83%) participated; 42 of 67 schools (63%) participated in 2004. Annual results were reported to teachers, building and district administrators but no results appeared on school report cards. In 2005, the first cycle of schools collected data for the second time; 29 of 68 schools (43%) participated. There was no statistical support for any relationships between participation and school size, teacher experience, gender, or teacher / school assessment scores. Over the years, student competence scores, as a weighted overall average, have hovered around 40%. In essence, 60% of the students in programs voluntarily participating in assessment are receiving passing grades while not meeting the four PIs designated by state law as the content to be mastered. These results chart a declining trend of compliance with an optional system of accountability—without legislative mandate, many high school physical educators in SC have moved away from using the state assessment program. A law passed in 2005 mandates physical education program assessment in SC. The data presented in this study provide an important reference point to future assessment results when the legislative mandate takes effect. Our hypothesis is that increased rates of student competence and improvements in student and public health indicators will come with formal accountability.Keyword(s): assessment, research, standards and ethics