Districts expend a considerable amount of time, effort, and resources providing student performance data to teachers to inform instruction, and examining those data for organizational decision-making. Yet rarely, if ever, are these outcome data connected to what goes on in classrooms. In this experimental study, the author reports on the first-year effects of an intervention designed to provide teachers with feedback on their teaching in conjunction with data on the learning of their students. The effects on subsequent teaching and student learning are examined in comparison to teachers who received feedback only on the learning of their students. This study examined the impacts of different data conditions on teachers' perspectives of value, their instructional practice, and the learning of their students. The promising results reported in this paper present the first analysis of the impacts of the intervention that links data on teaching and learning for teachers. The results indicated that providing feedback to teachers on their teaching, in conjunction with data on the learning of their students, has more impact on subsequent teaching and student performance than providing data to teachers on student learning alone. Appended to the study are: (1) Exit Slip Scales and Contributing Items; and (2) IQA Rubric for Mathematics. [This paper was presented at the American Educational Research Association (AERA) Conference, Vancouver, British Columbia, Canada, April 2012.]