This paper uses data from the Missouri Department of Elementary and Secondary Education to study various input data and their effect on student outcomes. The data pulled were related to school district, local, and personal wealth; student demographics; classrooms and classroom teachers. A multi-factor regression was then completed to assess which of these factors was significant in relationship to the percentages of students scoring proficient or advanced in English Language Arts and mathematics, as well as the districts' overall Annual Performance Report score. The goal of this research was to identify which input data were significantly related to student outcomes and use that information to discuss school district implications.