This study examined the influence of in-service training on educator perceptions concerning the use of Data-Driven Decision Making (DDDM) in schools to guide instructional practice. Participants included 63 educators teaching in a southeastern metropolitan city school district. As part of the investigation, participants attended a 90-minute professional development training that focused on integrating DDDM into instructional practice. A pre-assessment and post-assessment questionnaire was completed by each participant to investigate the effects of the training on each participant’s perception of DDDM. Using paired samples t-tests, the investigation demonstrated a significant difference in perceptions for three of nine questionnaire item pairs (pre and post pairs). Results supported that the training had a meaningful impact on educator perceptions related to some aspects of DDDM. Furthermore, a Training Effectiveness Scale indicated that overall, participants endorsed the training as useful and effective. The current study ends with a discussion on limitations for this study, practical implications, and suggestions for future research
