The articles in this special issue provide cutting-edge research knowledge on the intersection of two important policy priorities in the field of education: data-driven decision making and equity. Both of these priorities have critical implications for the work of teachers and school leaders, for school improvement initiatives, and ultimately for student learning. Conceivably, data use could help accomplish goals of equity, and equity could drive data use efforts. However, up to now, the field has had little knowledge about how equity and data use come together in the process of educational improvement. This issue is aimed at addressing this knowledge gap.