Demand for AI skills in entry-level jobs has surged, prompting schools and states to rapidly develop new career pathways. However, the effectiveness of these initiatives is unclear due to inconsistent data collection across states. Career-connected learning, encompassing awareness, exploration, and preparation, lacks standardized definitions and tracking mechanisms. Nebraska's success in using evidence to fund CTE programs highlights the potential of strong data infrastructure. Yet, the same study revealed limitations in linking education data to workforce outcomes, leaving crucial questions unanswered. The federal government has a critical role in building a comprehensive system for career-connected learning. This includes prioritizing data collection, modernizing research and development infrastructure, and coordinating federal funding streams. States currently operate with limited information as they build these new educational pathways. A federal commitment to research and development in education is essential, mirroring investments in other sectors. Providing better data and research will equip educators and policymakers to effectively guide students in a changing world.