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 Nebraska and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of Nebraska to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in Nebraska); 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. Student achievement data are based on the National Assessment of Educational Progress (NAEP). Nebraska did not participate in the 1998 NAEP reading and writing tests; therefore, it is impossible to provide a complete profile of student achievement in Nebraska. African American 8th graders in Nebraska made more progress in math from 1990 to 1996 than African American 8th graders in any other state and currently out-perform African American 8th graders in all other states in math. However, African American 8th graders in Nebraska score about 3 years behind white 8th graders in the state in math and science. Hispanic 8th graders score more than 3 years behind white 8th graders in the state in math and more than 2 years behind in science. Eighth graders from low-income families in Nebraska score nearly 2 years behind non-poor 8th graders in the state in math and science. (Contains 24 references.) (SM)