This report provides data on the academic achievement gap that separates low-income and minority students from other students, examining how well different groups of students perform in Massachusetts and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of Massachusetts to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in Massachusetts); state performance (academic achievement and educational attainment); opportunity (well prepared teachers, challenging curricula, special student placements, effective instruction, and annual per pupil investments); minority achievement gains, state by state; and analysis of minority-white achievement gaps by subject area and grade level. African American 4th graders in Massachusetts made more progress in math from 1992 to 1996 than African American 4th graders in every other state. However, African American 8th graders in Massachusetts score more than 3 years behind white 8th graders in the state in math and science, and more than 2 years behind in reading and writing. Hispanic 8th graders in Massachusetts score about 4 years behind white 8th graders in the state in math, more than 3 years behind in science and writing, and more than 2 years behind in reading. Low-income 8th graders in Massachusetts score about 3 years behind non-poor 8th graders in the state in math, science, reading, and writing. (Contains 24 references.) (SM)