This paper is the second of two (see pt. 1) that describe a six‐part conceptual framework for designing and evaluating digital libraries for mathematics education in K–12 settings: information literacy, information organization, integrated learning, adoption of new educational standards, integration of pertinent changes in educational policy making, and ensuring accountability. This second paper explores the final three elements of the six‐part framework. Accountability has become the core of the educational reform initiated by federal policies and measured by state‐mandated educational standards. These political circumstances, as well as communication and collaboration, must be constitutively involved in the iterative design, implementation, and evaluation of digital libraries. The paper concludes with a series of recommendations for the design and implementation of digital libraries for K–12 mathematics education based on the authors’ discussion of these final three elements.