Short cycles of feedback require the use of readily available data. For continuous improvement efforts to remain focused on students, particularly those on the margins, we must train ourselves to discern “street-level data” (Safir & Dugan, 2021) — i.e., the qualitative, systemic, and experiential data that emerges at eye level and on lower frequencies. Street data are artifacts from the lived experiences of stakeholders. Street data is asset based, building on the tenets of culturally responsive education by helping educators look for what’s right in our students, schools, and communities instead of seeking out what’s wrong. Street data embodies both an ethos and a change methodology that will transform how we analyze, diagnose, and assess everything from student learning to district improvement to policy. It offers us a new way to think about, gather, and make meaning of data. It calls for what Paolo Freire deemed a pedagogy of liberation (Freire, 1970).