This document summarizes the results of a study conducted by researchers at the University of Minnesota on data-driven decision making (DDDM) in K-12 schools. The study surveyed over 4,000 educators in Minnesota. Key findings included that teachers felt less positively about DDDM efforts than administrators, many teachers were not using state assessment data in their instruction, and elementary teachers had more positive views of DDDM than secondary teachers. The researchers identified next steps such as additional statistical analysis and exploring relationships between DDDM practices and student achievement data.