Refinement and expansion of the focus and scope of existing data gathering services will improve the technical quality and utility of the National Center for Education Statistics (NCES) data programs. Data that support our ability to move toward excellence also support our move toward equity. In order to address policy issues from an equity perspective, data on the following should be collected: (1) public schools and private schools; (2) level and type of non-school support; (3) stability of teacher and pupil populations; (4) access to pre-school; (5) patterns of special education placement and patterns of mobility among programs by students; (6) international comparisons; (7) race by sex information; and (8) levels of aggregation. Certain data can illuminate the quality of the instructional offerings. Specific recommendations related to excellence include: collecting and reporting data on the academic major and minor preparation of certified staff; working with Chief State School Officers to develop a common nomenclature for key academic courses; and working with State Officers to develop standardization in testing that is feasible and appropriate. (JAZ)