This report compares Utah'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 Utah 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, 48 percent of 4th graders had achieved mastery on the state reading assessment, with significantly more white than Latino 4th graders achieving mastery. On the 1998 4th grade NAEP reading assessment, 62 percent of students performed at the basic level, while 28 percent were proficient or above. Also in 2001, 19 percent of 7th graders achieved mastery in mathematics on the state assessment, with significantly more whites than Latinos achieving mastery in mathematics. On the 2000 NAEP mathematics 8th grade assessment, 26 percent performed at the proficient level or better. Utah had the 9th largest Latino-white 4th grade reading achievement gap in 1998, and its Latino-white 8th grade math achievement gap was 22nd among the states in 2000. Latinos are underrepresented in Advanced Placement test taking. About 34 percent of Utah's 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. Nearly one in five Utah 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 those with the highest minority enrollments have the fewest dollars. (SM)