reply to this in first person: I think one temptation when using data to make instructional decisions is to not fully disclose the data. This could mean disregarding "negative" data such as the number of below-level learners there are to boost one's own pride or avoid the hard work of implementing an instructional plan. A drawback of using data to make instructional decisions is possibly putting too much emphasis on the data or numbers which could place undue pressure on students and teachers alike, especially data from standardized assessments. Some students do not do well taking these types of assessments