There are nearly 14,000 school districts in the United States. Of these districts, there is very little information about the size of academic achievement gaps between whites and blacks and white and Hispanic students. This study was interested in district-level achievement patterns across the almost 14,000 school districts in the country because districts differ dramatically in their socioeconomic and demographic characteristics, and because districts have considerable influence over instructional and organizational practices that may affect academic achievement gaps: including teacher hiring, evaluation, and placement decisions, professional development opportunities, student assignment and desegregation efforts, the allocation of resources among schools, and the type and availability of specialized instructional programs. The US Department of Education has provided a unique data set that contains the counts of students scoring in each of their state's proficiency categories. Study results found considerable variation in the level of white-Hispanic and white-black achievement gaps across districts in the United States. In the following months, additional explanation for this variation is expected by including a number of district-level control variables. Tables and figures are appended.