Achievement gaps still remain even though many institutions have invested in efforts to close them. Some institutions have benefited from the use of data analytics, yet may be unaware of whether they are reinforcing institutional and social behavior that may be increasing or maintaining achievement gaps. Focusing efforts on cultivating learning dispositions shown by neuroscientists to be malleable may prove beneficial in closing achievement gaps while ensuring career readiness skills. In order to close achievement gaps by focusing on the cultivation of learning dispositions, specific institutional inquiry processes need to be explored or refined. Discovering what various groupings of students need to be successful and then planning and delivering those various opportunities while also assessing their effectiveness takes an investment in development professionals, time, and planning materials. With increasing emphasis on preparing career readiness competencies, such as social emotional intelligence, self-awareness, global citizenship, compassion, pro-social behavior, and lifelong learning skills and abilities, this article seeks to offer an additional lens through which to collect data in order to close achievement gaps while also ensuring optimal career readiness preparation.