This report compares District of Columbia's (DC) reading and mathematics performance on the most recent administrations of the District's assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how District of Columbia is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on DC's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. On the 1998 NAEP, 28 percent of all 4th graders performed at the basic level, while 10 percent were proficient or above in reading. Significantly more white than black and Latino 4th graders were proficient or above in reading. On the 2000 NAEP, 23 percent of all 8th graders performed at the basic level, and 6 percent were proficient or above in mathematics. DC had the largest African American-white 4th grade reading achievement gap nationwide in 1998. DC's African American 8th graders performed lowest among participating states on the 2000 NAEP math assessment. African American students represent 86 percent of the public K-12 enrollment, but a considerably smaller percentage take Advanced Placement (AP) exams. Asian American, Latino, and White students have considerably higher rates of AP test taking. Only about half of DC's 8th graders graduate high school 4 years later. Nearly one in five DC secondary classes are taught by teachers lacking a major or minor in the field. African American students are disproportionately represented in special education. (SM)