This report compares Kansas'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 Kansas 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 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. Results from the 2002 Kansas reading assessment show that 40 percent of all 5th graders were proficient or above in reading, while on the 1998 NAEP 4th grade reading assessment, 34 percent of students performed at or above the proficient level. Significantly more white than Latino 5th graders were proficient or above in reading. In 2002, 35 percent of all 7th graders were proficient or above on the Kansas mathematics assessment, while on the 2000 NAEP 8th grade mathematics assessment, 34 percent of students performed at or above the proficient level. Significantly more white than Latino 7th graders were proficient or above in math. Kansas had the seventh smallest Latino-white 4th grade reading achievement gap in 1998, and the state ranked 14th among all states on the 2000 NAEP grade 8 math assessment. Latino students are very underrepresented in Advanced Placement (AP) test taking, while Asian American students have an extremely high rate of AP test taking. About 45 percent of Kansas high school students enroll in college, compared to 54 percent nationwide. African American students graduate from the state college at a lower rate than students from other groups. About one in five Kansas secondary classes are taught by teachers lacking a major or minor in the field. African American and Latino students are underrepresented in gifted education. Districts with the highest child poverty rates and highest minority enrollments have the fewest state and local dollars to spend per student. (SM)