A new institutional-effectiveness viewpoint argues that assessment systems fail when they are built primarily for accreditation compliance rather than continuous improvement culture. The author, Rolanda S. Horn (Vice President for Institutional Effectiveness and SACSCOC Liaison at Georgia Piedmont Technical College), says institutions can have sophisticated data systems and well-formatted compliance reports without meaningful program improvement on the ground. Horn frames continuous improvement as a relationship-driven practice: partnering with department chairs, meeting faculty where they are in assessment literacy, and translating external requirements into decisions that address student learning and program performance. For higher education professionals, the central editorial point is operational: assessment offices may need to redesign workflow, staffing, and faculty engagement models so that “reporting” becomes “decision support.”