The National Center for Education Statistics (NCES) could provide better information for policy makers by (1) analyzing likely uses of the information it collects and disseminates; (2) launching more detailed investigations of educational inputs and processes; (3) taking some steps to place findings on educational outcomes in context; and (4) continuing to attack the problem of quality control. To study the needs of information users, NCES could classify the concerns expressed by various constituencies, analyze the published indicators of educational quality, and draw analogies to statistical indicators in other fields such as economics. To more fully describe educational inputs and processes, two types of data are important: the simplest demographic statistics, as well as detailed data on the use of educational resources. To measure and report educational outcomes, the tests used should be described, outcomes such as dropout rate and the number of general equivalency degrees earned should be reported, and higher-order cognitive skills should be emphasized. To maintain quality control, NCES should provide quality data from its national surveys, and take a firm stand on the quality and consistency of data received from state education agencies. (GDC)