The focus article by Coburn and Turner (this issue) seeks to provide a comprehensive framework for understanding data use in the context of data-use interventions. This commentary focuses on what the authors see as a glaring omission in what is otherwise a valuable framework: the issue of "useful data." It is their contention that the usefulness of data should not be assumed, especially when it comes to teachers using data to make instructional decisions in their classrooms. Addressing the "useful data" issue will be critical to the success of any data-use framework, not only because teachers rarely get instructionally valuable data, but also because advancements in developmental and learning science provide powerful methods and tools that, for the first time, allow people to create assessments that actually generate the kinds of data teachers would find useful. It would be unfortunate if emerging data-use frameworks did not take this into account. After all, a data-use framework is only as useful as the data that are used to make decisions. (Contains 3 figures.)