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Accessing, collecting, and accurately assessing student data is the life blood for increasing student achievement in the 21st Century. Despite controversies over privacy and security (Brown, 2020; Gorman, 2015), data usage is here to stay. Many policymakers argued that data use increases efficiency of operations and reduces overall costs (Anderson, 2013; Baepler & Murdoch, 2010). Though sometimes viewed as an enemy, decision-makers have a powerful ally on their side-data. Increasingly, administrators are using data to make smarter decisions, and they are getting desired results. Studies conducted in the United Sates have shown how data have been used to improve graduation rates (Heppen & Therriault, 2008; Jerald, 2006; Legters, & Balfanz, 2010; Pinkus, 2008; Soland, 2013). Might data also play an important role in the educational system of developed countries? Educational systems in Ghana underwent a series of reforms after gaining independence in 1957 (Foster, 1965a). This presentation traced the history on where Ghana stands on data usage for decision making between 1957 and the present. We investigated key moments when Ghana made education policy decisions, and then traced what factors and strategies led to those decisions. What was the process for policy development and change? We looked not only at decision-making, but also the types of education decisions school leaders have made in Ghana. Were these decisions assisted by any data strategy? If not, could they have been? Our review ended with recommendations for transforming Ghana's education system with data.