The use of data-driven decision making processes has created a new sense of awareness among school administrators and teachers throughout the country. Data from frequent formative assessments assists teachers in providing meaningful instruction based upon the strengths and weaknesses of the student. In the process of acquiring data, administrators are developing methods to encourage collaboration and the use of researched instructional strategies. The purpose of this study is to combine research related to data collection, the use of data, building capacity among faculty groups, and sustainability of academic programs. This literature presented throughout the study is intended to illuminate connections between the requirements No Child Left Behind and a renewed sense of urgency among administrators and teachers to utilize the best possible instructional methods to address the needs of all students. It is the assumption of this researcher that as teachers become more focused on the needs of their students by carefully examining data through a structured format, student achievement will improve. Pedagogy will also improve as teachers research instructional strategies related to student deficiencies.

This study attempts to use quantitative research methodology to measure changes in teacher attitudes as they disaggregate student data to refine and improve instructional methods. Bernhardt’s system of data analysis provides the foundation for which the teachers create lessons based upon student need.