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This article draws upon recent theorising of the "becoming topological" of space--specifically, how new social spaces are constituted through relations rather than physical locations--to explore how standardised data, and specifically test data, have influenced teachers' work and learning. We outline the varied ways in which teacher practices at a primary school in Queensland, Australia, were actively constituted through processes of "tracking data" and "keeping data on-track," and how teachers were simultaneously being disciplined, or "tracked," by these very same data. Our analyses suggest that what appear to be more "technical" activities and tasks of "using" data are, in fact, actively constituted modes of governance, enabled through and deployed by ongoing practices of comparison and topological respatialisation.