The amount of data available for the classroom teacher to inform instruction and increase student achievement has grown significantly in recent years. New technology-based assessments, analytical tools and reporting systems have joined traditional methods of assessing student learning. Unfortunately the training needed for teachers to access this data and make educational decisions at the secondary level is still very limited. Teachers need to be taught how to collect, interpret, and use data to improve student achievement. This study examines the validity of the data sources used by educators and methods by which data usage can be improved at the classroom level. The goal of this study is to develop cost-effective training and structures for educators that will increase their use of data within constraints of shrinking local budgets and heightened demands for performance accountability. [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://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]