Using data to inform decision-making in the educational environment has increased over the last decade due to accountability requirements at the federal, state, and local level (Bernhardt, 2013; Datnow & Hubbard, 2016; Garland, 2014; Mandinach & Gummer, 2016; McKay, 2018; Wayman, 2005). While research supported the inclusion of data in instructional practices, Hill (2004) and Anderegg (2007) found that not all teachers use available data to modify their instructional practices. The value of data-driven decision-making has been established in multiple sources (Mandinach, 2012; Mandinach et al., 2015; U.S. Department of Education, 2008; U.S. Department of Education, 2011). However, research examining the change process and teacher adoption of data-driven decision-making is limited (Dunn et al., 2013a). The purpose of this survey research study was to determine what types of data and what types of analysis techniques teachers use to modify instructional practices. The researcher investigated whether a relationship existed between the types of data and types of data analysis techniques used in relation to the teachers' experience and professional development. This study responded to a call for additional research from prior studies, which examined the role of school leaders using data-driven decision-making (Anderegg, 2007; Furlong-Gordon, 2009; Godreau Cimma, 2011; Hughes, 2016; Makaravage, 2016; McKay, 2018; Schuler, 2017; Simpson, 2011), expanded upon research regarding teachers and data-driven decision-making (Bouchard, 2018; Chitwood, 2018; Stokke Larson, 2018) and replicated existing research completed on teachers in the state of Illinois (Lebron, 2011). This replication research provides insight regarding the use of data in classrooms by teachers. Practitioners at the classroom, district, and state level are provided with an opportunity to gain insights from the findings of this research to improve understanding of data use at the classroom level. The significance of this study is relevant to current education reform policies, including the state of Pennsylvania's adoption of the Every Student Succeeds Act (2018). [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.]