Despite wanting to make data-informed decisions, the educational system is experiencing the common problem of being data rich yet information poor. Educators have data, often a plethora of data; however, the system struggles to turn that data into effective action. Rising out of information poverty requires three shifts. First, the educational system requires an investment in human capacity building around data literacy. Second, greater attention to small-scale classroom-based assessment data has greater promise for improving student outcomes. Finally, a mind shift is needed so that educators embrace the value of data analysis not for accountability, but rather for instructional improvement.