Data use and decision-making--these two phrases have appeared together in probably hundreds of education articles and have been the topic of a host of presentations during the past decade. In addition, research studies have confirmed the importance of data-informed decision-making to school improvement. Thus, school leaders have found it makes sense to use data to help clarify decisions, identify alternative solutions to problems, and target resources effectively. The real question, then, should not be whether to integrate the use of data in school improvement efforts, but how. Two key elements of the "how" of data use are establishing a process for data use and ensuring that conditions to support effective data use are present. Research conducted in schools that use data well provides helpful direction for both of these elements.