Commissioned by the College Board's National Task Force on Minority High Achievement, this report documents recent national progress in advancing the achievements of elementary-aged minority children, the potential for replicable whole-school reform designs to contribute to this advancement, and the individual, classroom, and school characteristics that distinguish those minority students who attain high levels of achievement. The primary focus is on the progress of Latino and African-American students who begin their academic careers at relatively high achievement levels. The analyses are based on data from the national study Prospects and its companion study of exemplary school programs, Special Strategies. Tables are appended.