New types of data must be collected to reflect changes in the educational delivery system as training is provided by nontraditional or non-institutional services. Educational data should be derived not only from schools, but also from private industry, the military, volunteer organizations, and other agencies which provide training. Data should be of higher quality and should be more comparable between and within states. Better indicators of the elements that strengthen academic achievement are needed, as well as data that can be used to demonstrate the cost-benefit payoffs of various instructional programs. Ten broad issues which should help illuminate the specific data that will be necessary are discussed: (1) development of human resources; (2) implications of the changing population in terms of minority students and percentage of the population in school, working, or retired; (3) importance of reconfiguring and redefining education; (4) impact of technology on education and economic development; (5) effects of an aging, changing workforce; (6) special problems of urban and minority youth; (7) need to define and achieve educational quality; (8) weaknesses in foreign language instruction; (9) inter-level educational relationships; and (10) development of an appropriate federal role in educational policy. (GDC)