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School leaders come in many forms—superintendents, principals and other building leaders, department heads, Board of Education members, heads of the Parent-Teacher organization, the teachers’ union representatives, the state and federal agency heads, and others. As leaders they are expected to make wise, expeditious, and knowledgeable decisions. It is not acceptable to speculate and base decisions on qualitative input. Hard data is regarded as elementary to a school leader’s toolbox. This book serves as a handbook for school leaders. With this book, they can confidently and successfully execute data-based decisions to the benefit of their schools, students, staff and community. Chapter 1 presents the case for why statistics are powerful tools for school leaders. The benefits of using statistics in school settings are advanced along with the practical purposes they offer. Next, chapter 2 describes the basic element of statistics, measurement. While this concept is often misunderstood, it is critical to distinguish among the four types of measurement so that the information from the data is valid, reliable and actionable. Chapter 3 discusses the steps needed to manage data sets. Oftentimes, the steps are bypassed allowing for errors and misinformation to emerge from data sets. Taking the time to develop frequency distributions and, more importantly, examining them in detail are some of the most valuable steps in data management. Chapters 4 presents the skill of graphing so that school leaders can tell their stories. Correctly setting up graphs is instructed in this chapter along with some mistakes to avoid. Graphing can be an asset in the ability of school leaders to communicate to multiple audiences in a simple, informative manner. Chapter 5 begins the statistics presentation with descriptive statistics. The mean, median and mode are used often in everyday school life. This chapter explains the three measures and when to use which one. Chapter 6 is a complement as it takes chapter 5 and explains why variability is critical as a partner. The benefit of understanding, and then using the normal curve and percentiles, is discussed in this chapter along with a template that schools can use for local data and interpretation. Chapter 7 shows school leaders how sampling can be a management tool. It explains the process of random sampling and also includes several other sampling strategies that might be of use in different school situations. Chapter 8 reviews hypothesis testing as a prerequisite to running statistical analyses. It is imperative to state the research question and corresponding null hypothesis that statistics will be used to test. Chapters 9 and 10 begin the introduction of inferential statistics. T-test and analysis of variance (ANOVA) procedures are examined in a straightforward manner so that school leaders can confidently execute them. These parametric statistics have application in many aspects of the school setting and lend a hand to school leaders when decisions such as weighing alternatives need to be addressed. In chapter 11, the nonparametric statistic chi-square analysis is presented. Because this procedure examines categorical variables such as demographics, its usage to school leaders is immense. Correlation and multiple regression are presented in chapters 12 and 13. Correlation is a descriptive statistic that tests relationships among variables. Again, this allows the school leader to avoid hunches about what is and is not related. The statistics do the work. Multiple regression is a complex, multivariate procedure presented in a plain and uncomplicated manner. In school settings, this statistic has many applications but may require external expertise as well.