{"id":{"repo_id":"mo-state","oai_identifier":"oai:bearworks.missouristate.edu:theses-2178"},"canonical_url":"https://search.dev.ndltd.org/etd/mo-state/oai:bearworks.missouristate.edu:theses-2178","repository":{"repo_id":"mo-state","name":"Missouri State University","base_url":"https://bearworks.missouristate.edu/do/oai/"},"display":{"title":"The Effect of Student Characteristics on Leading Indicators of Academic Success","abstract":"The purpose of this study was to determine the effect of race/gender/income status on five leading indicators of academic achievement outlined by Annenberg Institute for School Reform researchers at Brown University. Results showed that for each leading indicator, outcomes for students varied based on race/gender/income. Correlations between race/gender/income status and leading indicators were statistically significant. This study suggests that district policies, based on a leading indicator analysis, may improve academic achievement for male, low-income, and minority students.","abstract_html":"The purpose of this study was to determine the effect of race/gender/income status on five leading indicators of academic achievement outlined by Annenberg Institute for School Reform researchers at Brown University. Results showed that for each leading indicator, outcomes for students varied based on race/gender/income. Correlations between race/gender/income status and leading indicators were statistically significant. This study suggests that district policies, based on a leading indicator analysis, may improve academic achievement for male, low-income, and minority students.","abstract_has_math":false,"creators":["Horton, Monica Marie"],"institution":null,"degree_name":"Master of Public Administration","degree_level":"Masters","degree_discipline":"Political Science","degree_department":null,"school":null,"contributors":["Mark Ellickson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-07-01T07:00:00Z","date_published":"2015-07-01T07:00:00Z","updated_at":"2026-07-24T03:16:11Z","subjects":["leading indicators in education","academic success","proactive policy solutions","under-represented students","college and career readiness","Public Administration"],"languages":[],"rights":["© Monica Marie Horton"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://bearworks.missouristate.edu/theses/1177","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Mark Ellickson"]},{"key":"dc:creator","label":"Author","values":["Horton, Monica Marie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Political Science"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Public Administration"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["leading indicators in education","academic success","proactive policy solutions","under-represented students","college and career readiness","Public Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["© Monica Marie Horton"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://bearworks.missouristate.edu/theses/1177"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to determine the effect of race/gender/income status on five leading indicators of academic achievement outlined by Annenberg Institute for School Reform researchers at Brown University. Results showed that for each leading indicator, outcomes for students varied based on race/gender/income. Correlations between race/gender/income status and leading indicators were statistically significant. This study suggests that district policies, based on a leading indicator analysis, may improve academic achievement for male, low-income, and minority students."]},{"key":"dc:title","label":"Title","values":["The Effect of Student Characteristics on Leading Indicators of Academic Success"]}]}],"canonical_facts":{"dc:contributor":["Mark Ellickson"],"dc:creator":["Horton, Monica Marie"],"dc:description.abstract":["The purpose of this study was to determine the effect of race/gender/income status on five leading indicators of academic achievement outlined by Annenberg Institute for School Reform researchers at Brown University. Results showed that for each leading indicator, outcomes for students varied based on race/gender/income. Correlations between race/gender/income status and leading indicators were statistically significant. This study suggests that district policies, based on a leading indicator analysis, may improve academic achievement for male, low-income, and minority students."],"dc:identifier":["https://bearworks.missouristate.edu/theses/1177"],"dc:rights":["© Monica Marie Horton"],"dc:subject":["leading indicators in education","academic success","proactive policy solutions","under-represented students","college and career readiness","Public Administration"],"dc:title":["The Effect of Student Characteristics on Leading Indicators of Academic Success"],"thesis:degree_discipline":["Political Science"],"thesis:degree_level":["Masters"],"thesis:degree_name":["Master of Public Administration"]},"updated_at":"2026-07-24T03:16:11Z"}