Most districts help teachers use data to improve student learning, often supporting this effort with federal funds. But many teachers feel unprepared to use student data to inform their instruction -- referred to as data-driven instruction (DDI) -- and there is little evidence of whether it improves student achievement. One hundred and two elementary schools were recruited to participate in a study to better understand the potential of providing support for DDI. Half of the schools were randomly assigned to receive funding for a data coach of their choosing as well as intensive professional development for coaches and school leaders on helping teachers use student data to inform their instruction. All of the schools selected for the extra support hired data coaches, and most of the coaches and school leaders attended the professional development and met regularly with teachers. However, it was also not uncommon for teachers in schools which did not receive the extra support to engage in data-related activities or work with a data coach. Comparing the classroom instruction and student achievement in schools that received the extra support versus those that did not provides evidence on the effectiveness of this specific approach to providing support for DDI. This one-page summary presents key findings from the larger report, "Evaluation of Support for Using Student Data to Inform Teachers' Instruction. NCEE 2019-4008" (ED598641).