**1. Introduction**

Over the past three decades, attributable to the rise of the Internet and digital technologies, the era of big data (data that is large and potentially hard to manage due to volume and organizational issues) has grasped the global education community [1–3]. More so now than ever, educational leaders are using large datasets to make decisions at the student, teacher, school, district, local, national, and international levels [3–6]. With access to information, there has been exponential growth in scholarship since 2000 related to data-driven decision-making and evidence-based practices, which are implemented for the purpose of improving schools and educational outcomes for students and other stakeholders [1,2,5]. In addition, this movement toward big data has been broadly global in scope.
