Traditional student information systems were designed primarily to collect and manage records of course enrollment and credit hours earned, as well as other data elements needed to monitor each student's progress to graduation. Now, institutions want to monitor and improve the quality and equity of students' learning experiences in courses and the co-curriculum, especially in those experiences known as high-impact educational practices (HIPs), such as learning communities, service learning, and undergraduate research. Since the framework of traditional student information systems was not created with these data needs in mind, existing institutional data are often inadequate to effectively examine questions around HIPs on a campus. This article describes how institutions can engage in this work as they connect high-impact educational practices to student outcomes, both in and beyond traditional courses. The authors' goal is to redefine the data GIGO: great-in leads to great-out.