This commentary represents the opinions of the author and does not necessarily reflect the views of the National Center for Education Statistics.
Introduction Never have high-quality data been more important to developing sound policies.
In states and districts, for example, academic assessments, rates of postsecondary transitions, and the availability of Advanced Placement courses are increasingly becoming important indicators of program and school success, with rewards, targeted technical assistance, or even reconstitution as possible consequences. Federal programs must collect data and report to Congress annually on progress toward and achievement of clearly defined goals and objectives. In theory, programs that fail to make sufficient progress could lose their authorization or appropriations. Vocational education, in particular, is now being held to a new standard of accountability for results. In return, however, Congress raised the requirements for state reporting of student outcome data and the potential rewards and penalties for states that can and cannot do so.