As the stakes for education have risen, so has the call for more and improved use of scientific evidence as a basis for educational policy making, both in the Gulf and worldwide (Luke, 2003; Slavin, 2002). Evidence-based decision-making has become a staple of educational reform and funding requirements worldwide. Significant multinational organizations such as the Organisation for Economic Co-operation and Development (OECD) and the World Bank have made evidence-based policy making a priority both in their own work as influential research and policy organizations as well as for their member or client nations (OECD, 2007). Given the importance of evidence-based educational policy making and reform in the GCC, and the contribution that large-scale datasets make to evidence-based decisions worldwide, this volume's goal is to definitively describe, synthesize and forecast how large-scale data is used for evidence-based policy making in national education systems.