Why Data Matters in School Leadership
In education, we’ve all heard the phrase “data-driven decision-making.” But for many school leaders, that phrase can feel vague or even overwhelming. With so many numbers, reports, and dashboards available, it’s easy to get lost in the data without ever using it to drive meaningful change. Using research based data such as Visible Learning by John Hattie and other research is key to making informed decisions to move an organization forward.
As a principal and former superintendent, I’ve learned that data is only as powerful as the action it inspires. It’s not about collecting more numbers—it’s about interpreting those numbers with purpose and using them to improve outcomes for students and staff. When used strategically, data becomes a tool not just for accountability, but for transformation.
Start with the Right Questions
One of the biggest mistakes school leaders make is jumping straight into spreadsheets without first asking: “What am I trying to learn?” or “What problem am I trying to solve?”
Before diving into metrics, I start with clear, focused questions that align with our school’s goals. For example:
- Are we closing achievement gaps between student groups?
- How effective is our intervention program for struggling readers?
- Are students engaged and attending consistently?
- Are we supporting new teachers in a way that improves retention?
Once the questions are clear, the data we collect becomes far more targeted—and far more useful. We stop looking at numbers for numbers’ sake and start using them to answer the questions that matter most. Always make sure to remember to ask, “What’s best for kids”?
Using Multiple Data Sources for a Fuller Picture
One test score or attendance report won’t tell the whole story. Just like in business, good decision-making in schools requires a combination of quantitative and qualitative data.
In my leadership, I use a mix of data sources to get a complete view of student and staff needs:
- Academic metrics like standardized test scores, benchmark assessments, and classroom grades.
- Behavioral and social-emotional data like discipline referrals, attendance trends, and survey feedback.
- Teacher data including evaluation results, classroom walkthroughs, and retention rates.
- Community feedback from family surveys, town halls, and focus groups.
This layered approach helps us avoid making snap judgments based on isolated numbers. Instead, we take a more balanced and thoughtful view before implementing change.
Building a Culture of Data Literacy
Data shouldn’t live in the principal’s office—it should be a part of the school culture. That means helping teachers and staff feel confident in understanding and using data, too. Sharing that information with teachers and reinforcing that it is important by leading the way and referencing it to students and teachers shows that you have bought in.
One way I’ve built this culture is by offering regular professional development around data interpretation. We discuss how to read assessment reports, how to identify trends, and how to translate those findings into classroom strategies. Data meetings are collaborative, not punitive. The focus is on learning and improving, not assigning blame.
I’ve also found that celebrating small wins with data helps motivate teams. When a grade level sees growth in reading fluency or a decrease in tardiness, we highlight that success. It reinforces the idea that data isn’t about pressure—it’s about progress.
Making Data Actionable
Collecting data is only the first step. The real impact comes when we use that data to guide decisions. This is where I’ve seen too many schools fall short: they gather the numbers, hold a few meetings, but don’t take meaningful action.
As a leader, I make sure that every data review ends with a plan. If reading comprehension scores are low, we adjust our instructional time or materials. If absenteeism is spiking in one grade, we dig into root causes and partner with families. If new teachers are struggling, we revise our mentorship program.
It’s not enough to see the data. We have to do something about it—and then follow up to see if it worked.
Tracking Long-Term Trends
While short-term fixes are sometimes needed, real school improvement requires looking at data over time. I’ve learned to track trends across multiple years, not just from one quarter to the next.
By analyzing long-term patterns, we can make more strategic decisions. For instance, if we see that math achievement has lagged behind reading for three years straight, it might signal a need to overhaul our curriculum or invest in more math-focused PD.
Long-term tracking also helps us measure the impact of our initiatives. If we start a new tutoring program or SEL curriculum, we monitor not just the first semester, but the year-over-year impact. Are scores improving? Are students more engaged? Are teachers reporting less burnout?
Improvement isn’t always immediate—but the trends help us stay on track.
Engaging Stakeholders with Transparent Data
Another lesson I’ve learned is that sharing data builds trust. Families, teachers, and even students want to understand what’s working and what’s not.
As a principal, I make data part of our school story. I present key findings at board meetings, parent nights, and staff PD days. We keep the language clear and the visuals simple. Most importantly, we link the data to our goals—so everyone sees how the numbers connect to the mission.
Transparency doesn’t mean perfection. It means honesty, accountability, and a shared commitment to improvement.
From Numbers to Meaningful Change
At its best, data helps us tell a story—and then write a better one. It shows us where we’ve been, where we are, and where we need to go. But it only works when we, as school leaders, are willing to move from numbers to action. We must also remember that schools and students are way more important than test scores. Wherever the student is we must meet them at their individual level and help them succeed.
Data is not about checking boxes. It’s about understanding people—our students, our staff, our community—and making decisions that help them succeed.
If we use data not just to monitor, but to inspire; not just to report, but to improve—then we truly turn information into impact. That’s the kind of leadership our schools need.