Two major discussions are combined in this paper: (1) learning opportunities, vocational skills, and access to occupations; and (2) data on teachers. Data and analyses are needed in such areas as the supply of scientific and computer personnel to determine oversupplies or shortages, and the relationship of corporate training to other sources of education. It would also be advisable to examine the assumptions underlying federal job training and retraining programs; perhaps retraining is not necessary if the problem is really lack of jobs or low wages. It is not necessarily true that an occupation requires a particular set of job skills and training; skills may be interchangeable, and training may come from a variety of sources. Although this type of research should be conducted in laboratory experiments or observational studies, the National Center for Education Statistics (NCES) and other agencies can provide longitudinal data on sources, amount, and subjects of training, and characteristics of work experience. The second part of the paper discusses the need for data to study teachers and teacher quality. NCES should play a central role in data collection. Data sources include schools and local boards of education, state agencies, practitioners' and policymakers' associations, and statistical and research organizations. (GDC)