This report compares Oklahoma'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 Oklahoma is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. 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. In 2001, 74 percent of all 5th graders were satisfactory or above in reading on the state's assessment. On the 1998 NAEP 4th grade reading assessment, 66 percent of Oklahoma students performed at the basic level, while 30 percent were proficient or above. Significantly more white than black 4th graders were proficient or above in reading. In 2001, 71 percent of all 8th graders were satisfactory or above in mathematics on the state's assessment, with significantly more white than black 8th graders at that level. On the 2000 NAEP mathematics assessment, 65 percent of Oklahoma student were at the basic level or above, while 19 percent performed at the proficient level or above. Oklahoma's African American-white 4th grade reading achievement gap was 23rd among the states on the 1998 NAEP assessment. In 2000, Oklahoma had the 7th smallest African American-white achievement gap in 8th grade mathematics. African Americans and Native Americans are underrepresented in Advanced Placement exam taking, while Asian Americans take them at high rates. About 37 percent of Oklahoma's high school students enroll in college, compared to 54 percent nationwide. Asian American students graduate from the state college at a higher rate than students from other groups. Over one-quarter of Oklahoma's secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates have the most state and local dollars to spend per student, while districts with the highest minority enrollments have the fewest dollars. (SM)