In redesigning the data program of the National Center for Education Statistics (NCES), there is a need for standard definitions, constant vigilance against redundancy and excessive data collection, audits and verification on local school data and continued attention to equity results as well as excellence and achievement. Major test scores, such as those obtained from the American College Testing Program and the Scholastic Aptitude Test should not be used to compare and contrast state achievement, since these tests were not designed for that purpose. The limits of the test instruments should appear in publications dealing with results of such tests. The following principles are suggested to guide NCES in data collection activity: (1) the data should be useful to federal, state and local policymakers or decision-makers; (2) the amount of data and number indicators should be limited to that which can be stored and analyzed within three months and reported to policymakers within the year; and (3) data should be drawn from sample rather than total populations. The National Assessment of Educational Progress is federally funded, and one option for including state assessments is to add funds to the contract. Two of the major concerns would be: (1) the cost of the expanded survey; and (2) timeliness of the reports. (JAZ)