Ways in which the National Center for Education Statistics (NCES) might reorient its activities to assist educational policy makers in making informed decisions are discussed. The first section discusses public school education as an investment. The outcomes of education should be followed as students enter the work force, at the local and federal level. Little is known about the link between education and our national economic status. A high quality database, building on the High School and Beyond study, should also track students through alternative educational programs. The second section addresses the level of aggregation of data, which should be based on its relevance for policy making, rather than convenience of data collection. NCES should provide reliable data on individual achievement and economic performance over time, school productivity, and regional economic returns on educational investments. In following the economic return, both individual income and payment of property tax are relevant. The third section encourages federal and regional databases, and suggests standards for NCES data collection: parsimony, accuracy, comparability, timeliness, and accessibility. A list of references is included. (GDC)