This is the third article in a three-part series on collecting and using data to assess your school and advance your school’s strategic initiatives. The first article dealt with building a “culture of data” in your school. The second outlined best practices for launching a successful survey initiative—from choice and design of the surveys to timing and implementation strategies. This article examines proper analysis and use of the data you have collected. While this is the last step chronologically, it is far from least. Data misinterpreted or misused can be more detrimental than no data at all, with consequences ranging from divisiveness within a faculty to expensive and misguided decisions to dramatic public relations issues with legal ramifications. These consequences are not unusual or hypothetical; this article is the response to a need presented to ISM by schools that have faced exactly these problems.