In 2007, every district in North Carolina received access to EVAAS (Education Valued-Added Assessment System), a statistical tool designed to give principals a resource to make strong instructional decisions for their schools. The use of EVAAS has now worked its way into state law and its use is mandated in teacher evaluation. However, EVAAS is also a tool that can provide principals with knowledge about every child in their buildings who has taken EOG and EOC tests. The purpose of this study is to determine if and how middle school administrators are using EVAAS data to place students in Algebra I/Math I in middle school. The use of EVAAS and other academic data to make educational decisions is a part of North Carolina's Race to the Top grant. A survey sent to 62 middle school principals in central North Carolina provided an opportunity for principals to be part of a qualitative study of perceptions of EVAAS use in middle school to place students in rigorous math classes in middle school. An exploratory case study in two middle school sites provided insight into how EVAAS is being used to place students in math classes at middle school, perceptions of the use of EVAAS data, positive and negative impacts of EVAAS, and ways schools are using EVAAS data other than math placement. The information gained from this study should be both timely and useful to principals and school districts as more and more emphasis is placed on data-driven decision making in public schools. [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.]