The articles in this issue call for a deeper and better understanding of data, their use, the conditions that are most conducive for using data well, how individuals and groups of practitioners make sense of the data before them, and the intended and unintended consequences of data use for school improvement. The authors together craft important messages about what type of research must be done to address these concerns. But perhaps even more important, the authors offer a clarion call to education policy makers and school practitioners that school improvement leading to better outcomes for all children will require more than delivering data to the schoolhouse door. It is essential for all educational practitioners at every level of the system to build multiple fluencies regarding data and evidence use to truly have the capacity to use data to improve practice. While researchers continue to explore and understand data use in multiple educational contexts during this era of data-driven decision making, practitioners and policy makers will need to interact with the data and evidence before them with a healthy sense of constructive skepticism.