Better data is needed on disability in Global Partnership for Education (GPE) partner countries to understand the extent to which children with disabilities are excluded from education, so that countries can make evidence-based and inclusive education policy and plans, and progress can be monitored globally. As part of its work helping to build robust education management information systems (EMIS), GPE has supported work on collecting better data on disability through school censuses. However, there are limitations on the extent to which EMIS can gather accurate data on individual children's disabilities or on children who are out of school. Nationally representative household surveys and censuses that collect data on both education and disability using reliable and comparable methods are essential sources of information on the extent to which children with disabilities are in school and completing school. This working paper assesses the availability of household surveys and censuses with disability data across GPE partner countries collected between 2010-2020 and concludes with recommendations for making more and better data available.