A quality data management system, such as an education management information system (EMIS), a state longitudinal data system, or a data warehouse, is key to ensuring that education policy, planning, and strategy decisions are grounded in accurate information. The chief state school officers of the Federated States of Micronesia have recognized the need to improve their national EMIS, and those of their four states, especially the organization of data and timeliness of data reports. For this study, Regional Educational Laboratory (REL) Pacific assessed the EMIS in the state of Yap by convening a focus group of data specialists to rate the processes, tools, and materials that support the ability to provide timely and meaningful data to schools or education agencies. They used a tool developed by the World Bank to objectively assess and monitor the quality of EMISs. The tool assesses five major aspects of quality: prerequisites of quality, integrity of education statistics, accuracy and reliability of education statistics, serviceability (the relevance, timeliness, and consistency), and accessibility of education data to stakeholders. Scores from the data specialists were averaged and used to assign each aspect of quality to one of four benchmark levels: latent (not in place), emerging (in the process of implementation), established (in place and meeting standards), and mature (an example of best practice). The results of this study provide a comprehensive view of Yap's EMIS, which overall was rated as established. The five aspects of quality were rated as follows: (1) Prerequisites of quality (the institutional frameworks that govern the information system and data reporting, and the supporting resources): emerging; (2) Integrity of education statistics: emerging; (3) Accuracy and reliability of education statistics: mature; (4) Serviceability (relevance, timeliness, and consistency): established; and (6) Accessibility of education data to stakeholders: established. The following are appended: (1) Literature review of education management information systems; (2) Data sources and methodology; (3) Data collection instruments; and (4) Participant responses by indicator and aspect of system quality.