Economic downturns, like a global pandemic, magnify the need for timely, accurate, and complete data that policymakers need to make data-informed decisions that will help workers, businesses, and their communities recover. Good data helps to better understand what's working and what's not in terms of creating greater access to workforce investments and in reporting the measurable economic gains of skills training programs that advance career pathways, build wealth, and expand the well-being of workers. Well-designed data systems, too, are crucial to track progress toward closing equity gaps. Postsecondary education and training have become essential to the economic mobility of working adults of color, immigrants, and workers with a high school diploma or less. State leaders have recognized the critical importance of postsecondary attainment in meeting equity and economic goals. Credentials are a key component of state postsecondary attainment goals and economic recovery responses, helping workers earning low wages transition into better jobs in expanding sectors and serving to reconnect them to further postsecondary education and training opportunities. States have made significant advances in data sharing and use, transparency and reporting, data governance, and using their data systems to build knowledge about which credentials have value for workers and businesses. These developments help workers save time and money, make it easier for businesses to identify talent and address emerging skill needs, and help states know how to invest limited resources in high-quality skills training programs to maximize equitable outcomes. This issue brief outlines emerging and innovative data approaches that states have identified and implemented to better connect individuals with the education, skills training, and other supports needed to close equity gaps. The brief identifies timely opportunities for policymakers and advocates to foster the development of effective approaches and speed up the adoption of innovative strategies.