This study examined policies to help states develop, recruit, and retain more highly qualified teachers. Researchers conducted interviews to examine the data systems in 14 states. Results indicated that comparable, timely, and accurate data about teacher quality were conspicuously absent from many policy discussions. Although states collected and disseminated a wealth of information on teachers, current efforts tended to be disjointed, episodic, and cross sectional. Results show that states cannot effectively create change in teacher quality without the close involvement of higher education. An effective state data system would enable school districts to recruit teachers based on knowledge of where qualified teachers are located and would provide hard evidence about incentives to attract and retain them. Effective state data systems would also help teachers know about what types of schools have vacancies matching their qualifications. Results suggest that to understand the teacher pipeline, states must collect data on preservice and alternative certification programs, teacher employment, licensed teachers not currently working, and teacher retention. Four appendixes present panelists, state profiles, data elements to manage teacher quality, and the National Advisory Committee on Teacher Mobility. (Contains 10 references.) (SM)