The rise of data collection in the public and private sectors has presented policymakers with an unprecedented opportunity to leverage vast amounts of data to create more efficient systems, improve program performance, and drive equitable outcomes. Empowering policymakers and practitioners with functional access to accurate data has the potential to change the way education is delivered. States across the country are currently seeking ways to build systems that effectively collect, compile, and analyze these data to answer complex questions. With a strong history of developing and utilizing data systems that span the fields of education, health, and the workforce, North Carolina could lead the nation in the development and use of longitudinal data systems. Significant progress has been made in creating longitudinal data systems in North Carolina, however, the state continues to struggle to connect disparate data sources to one another and ensure consistency across systems, keeping the state from fully leveraging data to regularly inform policy and practice in a meaningful way. This report explores the history, purpose, and future of statewide longitudinal data systems. While the focus of this report is on North Carolina, it also draws on national lessons from other states, especially Kentucky and Washington. North Carolina has already made significant progress on building out its data systems but will require additional work in order to meet the education and research needs of the state. [The Hunt Institute is an affiliate of the Duke University Sanford School of Public Policy.]