Educational leaders have access to a wide range of data, including academic, engagement, demographic, and climate indicators. These data are available in real time and through annual reports, sourced locally and through state accountability systems. Although leaders are expected to use data to drive school improvement, questions remain about the conditions necessary for effective data use. This study examines how leaders determine which data are most meaningful, how they integrate data into practice, and how they translate data into actions that support learning. Semi-structured interviews with school leaders were conducted to understand these processes in practice.
