Conversations about effective professional learning communities often point to a focus on data as a way to get specific about differentiated instruction and maintain a focus on student progress. Policymakers recently have paid quite a bit of attention to the potential of data-driven decision-making to learn more about and potentially improve instruction and address achievement gaps. Yet there is a wide range of interpretations about what data are most valuable, what teachers are expected to do with or think about student data, and how exactly the connections between data and instruction are supposed to be informed and addressed. This line of thinking is especially interesting in light of several ongoing Learning Forward projects. We are particularly interested in how conversations about student learning can be