The goal of helping all students become college- and career-ready has become a focal point of American education. But most high school accountability systems are lagging behind, failing to recognize college- and career-ready goals. Most high schools are rated on only two measures: graduation rates and student scores on basic skills tests given in a single year (usually ninth or 10th grade). Fortunately, a growing number of states have the tools to do better. Florida, Oregon, and Ohio are among states that have built powerful new data systems that track student progress after high school into the work force and college, allowing vital information to flow between K-12, higher education, and work-force information systems. Sixteen states are already publicly reporting the college remediation needs of public high school graduates. They have the ability to calculate the percentage of students in a specific high school's graduating class who are in need of remedial coursework in college, who drop out of college, who earn successful grade point averages in their freshman year, and much more. States can also calculate the earnings of graduates who enter the work force, broken down by occupation and industry sector. States can use these new data systems to create richer, more accurate, more multi-dimensional measures of high school success. Florida Sample Data is appended. (Contains 1 table, 3 figures, and 16 endnotes.)