Over the last couple of years, we have seen increased concerns about the teacher workforce and intensified news reporting describing teacher shortages. In response, many states have enacted policies largely in the absence of data on the precise nature of their staffing challenges, such as lowering standards across the board for entry into teaching. The National Council on Teacher Quality (NCTQ) set out to understand the key data elements states are currently collecting, which data is missing, and the level of detail that is needed to meaningfully answer questions about the teacher workforce. This work expands on a "State of the States 2021: State Reporting of Teacher Supply and Demand Data" (ED617872) that focused on the teacher supply and demand data states make public, which revealed serious gaps in the public availability of data. In July 2022, NCTQ surveyed states to determine the extent to which they collect data on 39 distinct data elements related to teacher supply, demand, and demographics. Three aspects of the data were looked at: (1) organization; (2) subject-area; and (3) timing. Forty-three states provided responses to the survey. This brief outlines the survey findings considering three dimensions of the teacher workforce: (1) health of the teacher pipeline; (2) teacher turnover (attrition), mobility, and shortages; and (3) equitable assignment of teachers. Findings indicate that many states have data available, but not all data elements are connected, limiting states' ability to answer key questions. It was also found that states often collect information on teachers as individuals, but not on teaching positions, a key missing element to accurately understand teacher demand and the local teacher labor market.