Few school leaders are experiencing a shortage of data. Most are actually drowning in data, with a wealth of test scores, student demographic information, and an increasing load of "formative" assessment data that may or may not be worthy of the name (Popham, 2008). The challenge is facing both an overabundance of data and a scarcity of information that educators can readily use to make better decisions. In this article, the author relates that his observations in three recent school visits in the western, mid-western, and eastern United States illustrate the point. He provides four tips on how teachers can gain control over the flood of data that threatens to engulf them.