<![CDATA[Purpose – This study examines how student potential-based educational management integrates academic and non-academic ability identification, differentiated educational services, institutional coordination, and assessment-informed decision-making at an Indonesian Islamic senior high school. Method – A qualitative single-case study was conducted at MAN 5 Tasikmalaya, Indonesia. Participants were purposively selected from school leaders, homeroom teachers, subject teachers, and extracurricular coaches. Data were collected primarily through semi-structured interviews and analyzed thematically to identify patterns of educational planning, implementation, and evaluation. Findings – Six interconnected themes emerged: multidimensional student potential identification, differentiated development programs, professional competencies, educational resource alignment, collaborative quality practices, and assessment-informed evaluation. These themes reflected three dimensions: student-centered educational planning, institutional implementation, and continuous improvement. Assessment information informed remedial instruction, enrichment, extracurricular coaching, and follow-up decisions. Evidence of data use was more explicit in instructional and extracurricular practices than in institutional management. Novelty – This study proposes a context-specific analytical framework connecting student potential identification, differentiated educational services, institutional coordination, and evaluative follow-up, highlighting how student-related information informs educational management practices. Significance – The findings offer practical insights for school leaders, teachers, and educational policymakers seeking to strengthen student-centered management through coordinated professional responsibilities, systematic documentation, and assessment-informed educational interventions.]]>
