This paper identifies a nascent trend in several countries regarding increased collection, public availability and use of destination data for graduates of secondary education, with policy ambitions to support pupil-level decision-making and drive provider-level accountability. This trend mirrors the previous development of such data for higher education graduates and underpins a policy direction of data visibility and data engineering to support labour market objectives, via an assumed approach to change that privileges financial factors in career decision-making. Reforms in England are identified as an example of extreme practice, illustrating the practical potential of such data as well as potential pitfalls. Building on the pre-existing critique, the authors highlight three biases particularly prevalent in the new data: bias for continued education, bias for more stable, traditional forms of employment that disadvantages particular sectors, and bias for a provider-centric view of outcomes. Mitigations via an enhanced role for adolescent career counselling and improved data are discussed.