Because dual language learners (DLLs) represent a growing segment of the U.S. population, and because the early years are so foundational to long-term success, it is important that education leaders have clear insights about these students: who and where they are, the services they receive, and how they are progressing. Several advocates and researchers have drawn attention to the need for better early care and education (ECE) data systems for all children in general. Such information has potential to empower a variety of audiences: policymakers, families, educators, and other community stakeholders. To be most effective, the leaders designing these data policies should pay particular attention to how they incorporate multilingual children and families, responding to their distinct needs and assets. At present, there is wide room for improvement in this area. Glaring information gaps are problematic: without increasing the availability and quality of ECE data on DLLs, state policymakers cannot serve these children in intentional, equitable ways. The U.S. Department of Health and Human Services and U.S. Department of Education officials have stressed that better DLL data is vital to state leaders' decision-making in allocating finite resources, developing educators' competencies, and reaching out to and partnering with families in culturally and linguistically responsive ways. How, then, can state leaders build data systems that more fully account for the growing population of DLLs and their distinct needs? This report highlights current practices and proposes how states can better collect and use ECE data in three areas: (1) tracking DLL enrollment; (2) evaluating program quality; and (3) assessing kindergarten readiness. Ultimately, better data across these domains has potential to empower leaders and families, addressing key information gaps to serve DLLs more strategically.