The overall purpose of this literature review was to explore what it truly means to be a data-driven school. While researching, three common themes were identified. First, there is a lack of training for professionals in education in the area of data-driven decision making. This makes it difficult for teachers to successfully use data to alter instruction in a manner that would increase student achievement. Second, in order for schools to successfully implement data-driven decision making it must be a school-wide effort with every stakeholder involved in the process. This means from the top administrator down to the teachers, everyone must believe that using data to make informed decisions will increase student achievement. Finally, the third recurring theme involved analyzing data as a team in professional learning communities to increase both student academic achievement and educator confidence in working with data. The research shows that schools who implement data-driven decision making with these three themes in mind will most likely see an increase in student achievement.