This study explored the implementation of data driven decision making (DDDM) among superintendents to improve low-performing schools in the Western United States. Specifically, this study utilized the Clark and Estes (2008) Gap Analytic Conceptual Framework to understand superintendents' knowledge, motivation, and organizational influences related to DDDM implementation with the ultimate goal of the state reclassifying low-performing schools within four years. A convergent mixed method design, consisting of a survey instrument and interviews with superintendents, was utilized to collect data. The survey included agree-disagree Likert-type items. This study surveyed 64 participants with a response rate of 14.6% and interviewed nine participants. The results and findings demonstrated a high degree of value among superintendents for DDDM implementation, and that superintendents used their personal stories of adversity, their responsibility as a leader, and their role model status in the community as sources of high self-efficacy. However, the results and findings also demonstrated a gap in the procedural knowledge of superintendents, and an organizational influence gap related to the State Department of Education providing professional development. Finally, this study recommended an integrated implementation and evaluation plan, designed by applying the New World Kirkpatrick Model (2016) to the performance goal of superintendents. [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.]