Cynthia Coburn and Erica Turner have made an important contribution by developing a framework to synthesize the various strands of research and theory related to data use in schools. The framework illustrates the complexity of the pathways between the adoption of a data-use intervention and the attainment of desired outcomes, and it clarifies the ways in which different groups of actors and stakeholders interact with the data and with one another. The inclusion of the organizational and political context in the framework is an especially valuable contribution because these broad contextual factors are often overlooked by researchers, yet they can exert an enormous influence over the quality and effects of implementation. Despite the thoroughness of the framework and the extensive analysis the authors conducted to understand the elements and their interactions, the discussion largely omits one important group--the students whose data are the focus of the interventions. As co-constructors of their educational experiences, students play a key role in influencing the quality and nature of the learning activities in which they engage both inside and outside of the classroom. Students' efforts to interpret and respond to information about their achievement constitute an important component of these learning activities. In light of the clear importance of students as partners in data use, efforts to design and implement data interventions could benefit from research-based guidance on ways to create opportunities for productive student involvement. Coburn and Turner provide a rich discussion of areas in need of future research, and their list should be expanded to include a program of research examining the conditions that promote successful student engagement in data use.