In recent years, an increasing number of states have been moving towards the development and implementation of longitudinal data systems for tracking the progress of individual K-12 students with disabilities across their academic careers up to and including their postsecondary activities. In an effort to avoid duplication of data collection efforts (i.e., specifically the overlapping data requirements in the Individuals with Disabilities Education Act [IDEA] and the Elementary and Secondary Education Act [ESEA]) and streamline the data reporting process, some states have either integrated special and general education data systems into a single unified system or created a means for the two separate systems to "talk to" one another. A further impetus to combine the collection of individual K-12 general and special education data has been the Obama administration's priority that education data collection be integrated. President Obama's administration has made the development of longitudinal data systems that are able to track individual students from prekindergarten through their postsecondary activities a key component of education reform. The administration has adopted the 10 key components set forth by the Data Quality Campaign as the minimum requirements for what it considers to be a solid data system. The purpose of this document is to describe whether and how states are: (1) implementing longitudinal data systems for tracking the progress of individual K-12 students with disabilities across their academic careers up to and including postsecondary activities; and (2) integrating systems for tracking the progress of students with disabilities into a longitudinal data system for tracking the progress of all students across their academic careers including their postsecondary activities. (Contains 7 footnotes.)