In this commentary, the author states that, as the contributions of the focal articles make clear, there is much to learn about how value-added models (VAMs) are actually used in a variety of settings. Indeed, it is important to remember that VAM scores are but one component of a complex evaluation system that can play out differently in different schools, even in the same district. It is imperative, therefore, that researchers engage in a systematic, ongoing process of collecting evidence across a wide range of settings with the goal of drawing some generalizable insights to inform policymakers, central office staff, and school administrators. Braun further comments on three lessons to be drawn from the focal articles and concludes that the empirical evidence contained in this special issue documents the results, and one hopes that the evidence collected and the insights gleaned will inform the (inevitable) redesign of those systems.