Beginning with an overview of historical commitments by AAPI populations to educational advocacy, this article analyzes the current US educational policy context of No Child Left Behind at the national and local level, and argues that both its rhetoric and system of ‘accountability’ have been crafted in ways that are completely unaccountable to AAPI communities. The article offers specific recommendations to address critical needs for youth, parent, and community development as well as for clearer AAPI leadership, representation, and activism in relation to education policy. Using specific examples to illustrate larger issues and contradictions, it also argues that educational policy analysis and development with greater AAPI accountability must be linked with the stories and struggles of real people, just as efforts to problem‐solve daily life issues of individuals, families, and communities must address larger structures and systems at the policy level in order to be effective and sustainable.