This report compares Georgia's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Georgia 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 Georgia'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. In 2001, 74 percent of all 4th graders met or exceeded state reading standards, while 24 percent of 4th graders performed at the proficient level on the 1998 NAEP assessment. Significantly more white than black 4th graders were proficient or above in reading. In 2001, 58 percent of all 8th graders met or exceeded state standards for mathematics, while 19 percent of 8th graders performed at the proficient level on the 2000 NAEP assessment. Significantly more white than black 8th graders were proficient or above in math. The African American-white 4th grade reading achievement gap and mathematics gap fell 21st and 15th, respectively, among the states. African American students represent 38 percent of the public K-12 enrollment, but a considerably smaller percentage take Advanced Placement (AP) exams. Asian American students have an extremely high rate of AP test taking. Just over 30 percent of Georgia's high school students enroll in college, compared to 54 percent nationwide. Nearly one third of Georgia's secondary classes are taught by teachers lacking a major or minor in the field. African American students are disproportionately represented in special education and underrepresented in gifted education. Districts with higher child poverty rates and higher minority enrollments have more state and local dollars to spend per student than districts with lower poverty rates and lower minority enrollments. (SM)