Variety may be the spice of life, but in terms of data sources, variety is more than a spice--it is one of the basic food groups. Alternative data sources, such as student interviews and walk-throughs, are essential for a well-balanced diet. Data from test scores alone, whether from norm-referenced or criterion-referenced tests, state, district, or school tests, may provide protein, for example, but other data sources help keep educators, schools, districts, and states healthy. Many data-analysis experts advocate for gathering evidence that complements student achievement data. Victoria Bernhardt (2008) recommends that achievement data be coordinated with demographic, perception (survey), and school process data. In terms of student achievement data, Bernhardt and others (Love, Stiles, Mundry, & DiRanna, 2008) advise educators to collect a variety of data, including student work itself. Several strategies for powerful professional learning can help schools, districts, and states access achievement data from sources other than test scores. Other strategies can help educators collect process data. Thus, just as fruits and vegetables are considered necessities in the diet, data from real students and real student work accessed through professional learning strategies should become a staple in the data diet.