The purpose of this process evaluation was to evaluate how classroom teachers, campus administrators, and instructional staff differ in their perception of data usage for educational improvement in a large suburban Independent School District (ISD) in Southeast Texas. The researcher was granted permission by the superintendent of the school district to proceed with an analysis of the program. A convenience sample of classroom teachers (n=117), campus administrators (n=26), and instructional staff (n=41) participated in the evaluation. The survey, based on Wayman et al.'s (2016) "Teacher Data Use Survey," was created using Qualtrics. Multivariate Kruskal-Wallis (MKW) tests were used to analyze the data, and analysis was conducted using the Statistical Package for Social Sciences (SPSS) Version 28. The findings show a statistically significant difference in attitudes towards data's effectiveness for pedagogy, with teachers' perceptions being the lowest of the three groups. In addition, the findings show that a statistically significant difference exists in the perception of teachers' data competence, with instructional staff's perceptions being the lowest of the three groups. The results also show a lack of significance regarding support for teachers in data usage, computer data systems access, and data collaborative team trust. The results imply that campus administrators and instructional staff need to focus on building data cultures on campuses and across the district to increase teachers' perceived competency regarding data usage and increase the perceived value that teachers currently give to data usage to support student growth and achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]