Making meaningful use of data to improve student learning and make informed decisions is a critical issue for those attempting to improve academic achievement; however, few decision-makers understand or have necessary tools to turn data into information. CCT organized a conference, co-sponsored by The Johnson Foundation, National Science Foundation, and Spencer Foundation, that brought together practitioners, policy makers, funders, industry representatives, and researchers to discuss key data-driven decision-making issues found in K-12 settings. Leading voices in the field shared findings from their research and reform work, including efforts to develop a model for data-driven decision-making, identify promising practices and administrative supports, create and implement tools, structure and enact education reforms, and examine and compare public policy approaches.