In recent years, educators, administrators, policymakers, and measurement experts have called for assessments that support educators in making better instructional decisions. One promising approach to measurement to support instructional decision-making is diagnostic classification models (DCMs). DCMs are flexible psychometric models that facilitate fine-grained reporting on skills that students have mastered. In this article, we describe how DCMs can be leveraged to support better decision-making. We first provide a high-level overview of DCMs. We then describe different methods for reporting results from DCM-based assessments that support decision-making for different stakeholder groups. We close with a discussion of considerations for implementing DCMs in an operational setting, including how they can inform decision-making at state and local levels, and share future directions for research.