In recent years, career and technical education (CTE) programs that include quality work-based learning (WBL) opportunities for students have gained significant traction among educators, policymakers, and stakeholders as an effective way to prepare students for the labor market. However, a lack of data on WBL--which many CTE students participate in--prevents the field from knowing what, if any, contribution WBL makes to student outcomes with CTE. To inform and encourage expanded WBL data collection, a cross-Network research team from the CTE Research Network documented promising practices and innovations by interviewing staff from six school districts that have gone beyond typical data collection and use for work-based learning. Such data have great value not only for researchers, but also for practitioners in managing and improving their programs. Findings include the type of data systems implemented across the six districts and how they were developed; what type of data elements are collected and what processes are in place to guide data entry; how the data is used within the district and with partners, such as advisory boards, regional workforce boards, and employers; and how if at all WBL quality is monitored and recorded. District leaders may use this report to examine ways in which local policies and data collection efforts drive local WBL implementation, monitoring, and improvements. The findings also have implications for state leaders who are adding WBL to their longitudinal data systems and accountability models with local policies, practices, and constraints to consider.