Organizational leaders from nearly every sector have been using continuous improvement models and improvement science for years to improve products, services, and processes. Though continuous improvement processes are not new in education, they are relatively new in the state policy arena. In a continuous improvement system, educators use data, test scores, and outcomes as evidence of performance but not as goals for the system or the main drivers of accountability. Such a system changes reporting from a compliance activity to a process that enables positive change at a local level. All districts and schools should receive comprehensive feedback, which lets them act on what they learn. Positive results reaffirm for schools what they are doing well and enable educators to build on their good work and do better. Negative feedback based on real evidence makes it easier for superintendents and principals to justify the need for improvement in those areas and push leaders to provide more consistency, clarity, and coherence around school improvement.