Data collection and analysis are frequently neglected by school leaders over the course of the decision-making process. All schools gather large amounts of information about students and teachers, but most data are used to satisfy administrative requirements rather than evaluate school improvement in a systematic fashion. Apprehension regarding statistics and statistical analysis among educators is substantially related to four major inadequacies in teacher preparation programs. The first is a lack of emphasis on the applicability of statistics to daily activities of teachers and leaders who frequently fail to see the practical uses of statistics in decision making. The second is poor use of new technologies in learning and using statistics and a continuing emphasis on statistics as mathematical theory. The third problem is a failure to design statistics courses for educational leaders and teachers in favor of other areas, such as psychology and sociology. The fourth major inadequacy is an emphasis on the inferential statistics used in theses and research studies instead of the descriptive statistics most likely needed in the school context. Data analysis in the school context need not be complex, and many useful data are already gathered in the normal course of school operation. Recent research indicates the ability to successfully use data is an increasingly critical factor in carrying out effective educational reforms and sustaining support for public schools. (TEJ)