Data-based accreditation requires schools not only to fulfill administrative documentation but also to use data as a foundation for improving learning quality. This study examines the effect of data-based accreditation on learning quality and identifies inhibiting factors at State Elementary School 007 Mamahak Besar, under the Education and Culture Office of Mahakam Ulu Regency, a frontier, outermost, and least-developed (3T) region of East Kalimantan. Employing an associative quantitative approach with a survey method, data were collected from 16 respondents, the principal and teachers, through questionnaires, observation, documentation, and supporting interviews, using a two-variable instrument of 24 items each, analyzed through Likert-scale scoring, percentage analysis, and simple linear regression. Findings show data-based accreditation fell in the very good category (86.72 percent), as did learning quality (89.64 percent). Regression yielded Y = 22.847 + 0.814X, with r = 0.760 and R² = 57.74 percent, confirmed significant (t = 4.374 > t-table = 2.145). Data-based accreditation contributed to learning-quality improvement through school-data availability, education-report utilization, document completeness, evaluation follow-up, and resource support, while inhibiting factors included limited teacher data literacy, constrained digital facilities and connectivity, administrative workload, and the need for sustained technical mentoring.