Five categories of data collection are recommended for monitoring the quality of education: (1) outcomes, based on an input-output model, including data from student testing and credentials and degrees; (2) participation--who is served by education; (3) resources available to education; (4) long-term impact of education on work, income, self-esteem, and the society; and (5) purposes--needs of and expectations for the education enterprise. It is suggested that the following data sets be collected by the National Center for Education Statistics (NCES): student achievement, such as the National Assessment of Educational Progress and state comparisons; course enrollment; teacher quality and teacher supply and demand; and curriculum content. Additional comments are made suggesting the usefulness of further research on international comparisons; informal, out-of-school education; technology; data compatibility; and data interpretation. Although this paper sets forth criteria for monitoring the educational system, it is also recommended that the more difficult task of establishing standards be performed, to measure the degree to which criteria are met. (GDC)