This report is a continuation of work that examined the progress being made by districts to close the achievement gap in Kentucky (Butler and Poquette, 2019) and aims to further investigate the context in which districts are closing the achievement gap. Districts' achievement gap issues vary significantly: the size of districts' achievement gaps as well as the pace at which their gaps close (or widen) have large implications for a district's ability to address the issue. This study aims to parse out these differences and identify areas of progress and concern. The authors combine the growth measure developed in the first research brief with districts' actual third grade reading gap change in school years 2016-2017 to 2017-2018 to better understand the variation in achievement gap progress in the state. [For Part 1, see ED594217.]