As countries make continued investments in early childhood care and education (ECCE) systems, data and measurement play a critical role in outlining strengths and areas for improvement. To promote data-driven decision-making across all levels of early childhood systems, measurement must be valid, reliable, and feasible, especially when used at scale. But beyond psychometrics, for maximum impact, the pathway by which data and measurement can lead to change must be articulated, including integration of ECCE into the country's education management systems and increased insight into building demand for ECCE data. This article focuses on the role that measurement can play in ECCE, specifically addressing data on child development outcomes and quality of children’s learning environments. I will outline key issues facing ECCE data and measurement, discuss how data and measurement can facilitate change, and provide next steps toward building country systems and global support for effective use of ECCE data. I will conclude with examples of possible paths forward for ECCE leaders, researchers, and practitioners at the country and global levels. (author abstract)