This report aims to help the global education community take stock of what information decision-makers use to measure results and manage change. Information is defined broadly, including raw statistical and administrative data, quantitative and qualitative analysis, learning assessments, and the results of program evaluations. Drawing upon their review of the literature and the two surveys of end users in developing countries, the authors offer practical recommendations to help those who fund and produce education data to be more responsive to what decision-makers want and need. In Chapter 1 the authors articulate their working theory of change that charts the path from information generation to use (i.e., how education systems transition from being data-rich to data-driven). In Chapter 2, they synthesize what past studies reveal about how data have influenced education policy, programs, and practice, paying particular attention to the motivations and incentives that appear to play a role in both the production and use of education data. In Chapter 3, they present the findings from two surveys of education stakeholders conducted in 2017, with the specific aim of identifying what data they use, how data are used, and how data can be more useful for policy decisions and actions. Chapter 4 concludes with several implications for the future of education data investments.