因應知識經濟與知識型社會的來臨，再加上近年來對教育績效責任要求的增加、標準本位運動之盛行，以及資訊科技的發達等風潮，資料導向決定的理念與作法愈來愈受重視，因此，學校必須強化資料的蒐集、分析、解釋與應用，以求持續改進教育的品質，並利用資料解決教育上的問題。而除了被動蒐集與符合規定的要求外，更重要的是主動、理解、分析與解釋資料，以了解教育問題的根本原因，有效地加以解決，並能依據資料持續改進，提升教育的品質。基此，本文先就資料導向決定的意義與目的做一探討，同時分析學校使用資料導向決定的影響因素與可能遭遇的困境。最後，再提出學校推動資料導向決定的具體策略與作法，以促進學校改進，並做為學校推動資料導向決定之參考。

In an era of knowledge society, using data for decision making is increasingly being emphasized. Data-driven Decision Making (DDDM) receives ample attention in education. School leaders and teachers are asking to make decisions that improve schooling based on data. The primary purpose of this article was to explore the meaning and purposes of DDDM. And the enablers and barriers for schools using data to make decisions were also analyzed. Base on the analysis of the context for data-driven decision making, strategies for school using DDDM to enhance school improvement were proposed by the author. These strategies were: 1.Developing policy to promote data use and leadership with support for DDDM; 2. Building staff ’s collaborative and inquiry habit of mind and shaping continuous learning culture; 3. Building data system and tools for providing useful data; 4. Increasing collaboration among people in different levels and enhancing multiple participation; 5. Developing staff ’s data literacy and taking steps for effective data using; 6. Making good use of data systems and tools to improve schooling continuously.