近年來，受到數據本位決策思潮的影響，如何善用校務行政數據以提升校務治理品質的議題在國內受到廣泛的討論。但我國當前中小學教育仍舊面臨辦學績效責任不清、數據基礎建設缺乏，以及專業數據分析人力不足等挑戰。每一項挑戰都限制著校務治理革新的進程，同時也影響校務主管人員校務決策的品質。數據本位的校務治理是近年來美國中小學教育改革的重要措施，透過大學與中小學間形成合作夥伴關係，整合各項校內外數據建立科學性且系統性的自我改進機制，以確保學生學習成效。本文首先介紹我國中小學教育階段辦學績效責任不明的原因，接著盤點存在於當前中小學推動數據基礎建設的問題，最後參考美國當前教育改革的經驗，根據我國國情提出校務革新方向的建議。

Over the past few years, evidence-based decision-making has attracted a lot of attention in school administration and management. However, many challenges still exist when it comes to turning the concept of evidence-based decision-making into reality. Among those challenges are unclear accountability, a lack of data infrastructure, and a shortage of well-training data analysts. Each of these challenges limits the improvement of school management and threatens the quality of decision making at the school level. In the U.S., the latest education reform introduces value-added to evaluate a school’s accountability while encouraging self-improvement through scientific data analysis activities. Within this context, this paper first explains the causes that lead to unclear accountability followed by a summary of the challenges that lead to the lack of data infrastructure. Lastly, we conclude this paper by providing some suggestions for school leadership to improve school management.