The writing program administration literature in rhetoric and composition has long advocated the use of local data to determine the direction each writing program should take. Using a mixed-method design employing a standard survey and in-depth interviews, this dissertation describes how writing programs across institutional and programmatic contexts use empirical data derived from outcomes-based assessment and from other sources to make improvements in the design of their programs. It also begins to define a rhetorical relationship between writing program administrators and students and asks how and whether students act as an audience for writing program administrators. Findings suggest that participants in the study confine their exploration of their student audiences to data directly relevant to writing or specific learning outcomes, limiting the scope of their analysis of student audiences. The final chapter posits three methods WPAs can use to expand their perspective student audiences and on the kinds of data that might be useful in program design and revision. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]