A team of 4th-grade teachers in California's Sacramento City Unified School District collaboratively examines student writing products using a rubric that outlines elements in high-quality persuasive writing. The teachers analyze how they taught and assigned the written work in relationship to what the students produced. They focus on what a few of the teachers did differently to yield high-quality papers. While school districts are improving their use of data to identify academic intervention needs, few are able to connect data to teaching and learning similar to the teachers in Sacramento. One common element found across high-improvement school districts is their ability to leverage the right information to better all decision-making processes. Of course, data alone cannot spark improvement. The keys to their success are changes in practice and culture resulting in a system that wants, values, trusts and uses multiple sources of data to affect teaching and learning.