Racial inequality in education is a serious problem in the United States. The latest government attempt to address this problem was the No Child Left Behind Act of 2001 (NCLB). This study used the Educational Longitudinal Study of 2002 (ELS: 2002) to examine the relationship between race and composite reading and math scores among Black and White students. A total of 8,315 10th grade students were included in this analysis. The results showed a difference in test scores between Black and White students with Whites scoring higher than Blacks. The findings from this study suggest that discrimination based on race as well as family factors outside the school setting contribute to this difference in test scores between Black and White students. (Contains 2 tables and 1 figure.)