When Education Secretary Arne Duncan announced the Race to the Top program in 2009, he added two success factors to the plate of school districts, which are traditionally measured by students' high school success in math, reading and science: (1) college enrollment rates; and (2) credit accumulation. The American Recovery and Reinvestment Act of 2009, which launched Race to the Top, asks states to set up a longitudinal data system to report back on students' progress after they receive their diplomas. While K12 administrators no doubt largely agree about the importance of preparing students for postsecondary experiences, relatively few have built systems to systematically follow their alumni. This article discusses the use of graduate data to assess achievement in K12.