Current federal and state policies focus on improved results for students through quality teaching. Strategies in school improvement plans, data-driven teacher evaluation, assessments and rigorous standards, competency-based learning, and innovative digital platforms make teacher data use essential. While state and federal policies are asking teachers to use data, they have not gone far enough to promote the skills teachers need to be data literate. This publication demonstrates how federal policymakers can support state efforts of improving data literacy among teachers by promoting, supporting, and incentivizing data literacy through laws, grants, or guidance that provide parameters or resources for educator quality.