This report provides a description of a study conducted by WestEd on behalf of the Bill and Melinda Gates Foundation to examine how the affordances of the technologies in the blended learning environments of three charter schools impacted teaching and learning activities. A particular focus of the work was to examine whether the blended learning environments provided enhanced access to and more diverse data sources for teachers and students from which to make educational decisions. The research was conducted in three small charter schools in Arizona, serving populations of challenged middle and high school students. The schools were infused with technologies that support in-person and distant educational experiences, using a hybrid model. Teachers and administrators were well trained in the use of the technologies and how they could be used to enhance instructional and administrative decision making. Findings from the research are consistent with results from related studies on blended learning and recommendations for the effective use of data. The teachers were able to address the needs of particular students through various media and diverse learning experiences. The ability to move the educational process beyond the school walls seemingly was an essential component. The ability to engage the students by providing flexible and customizable learning activities also was a key component. The technologies made possible such personalization. Other characteristics of these schools are, however, generalizable to traditional environments -- strong leadership, an explicit vision for the use of technology and data, the engagement of students in the teaching and learning process, the enculturation of data use through data teams and data coaches, and the provision of professional learning opportunities.