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 Minnesota and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of Minnesota to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in Minnesota); 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. Hispanic 4th and 8th graders in Minnesota made more progress in math during the 1990s than Hispanic 4th and 8th graders in most other states. However, Hispanic 8th graders in Minnesota score more than 3 years behind white 8th graders in the state in reading and writing, nearly 3 years behind in science, and about 2 years behind in math. African American 8th graders in Minnesota score about 4 years behind white 8th graders in the state in math and reading and about 3 years behind in science and writing. Low-income 8th graders in Minnesota score more than 2 years behind non-poor 8th graders in the state in reading and writing. (Contains 24 references.) (SM)