We think it's misleading to insist that, when schools are rich in data, quality decision-making will follow. However, an abundance of data is no crystal ball. To make quality decisions, there are principles to be followed, starting by the first question: what is the decision to be made, and why must it be made? The second question deals with the nature of the decision (e.g., is it the only decision of its kind, ever? Highly unlikely.). How one responds to those questions determines the subsequent actions. Among the subsequent actions is likely analyzing the data that the school has to-hand. We then return to our observation about not knowing how to question the data. This not-knowing can lead easily to misinterpretation and/or faulty reasoning, and, when it comes to educational institutions, that impacts decision-making at the governing board level as well as the senior leadership team level.