High-stakes testing has emerged as a central feature of the educational landscape in primary and secondary schools in the United States. Despite this prominence, there is a paucity of guidance available to practitioners on how they can best make predictions about student performance based on available test data. While achievement gaps based on demographics are widely known, less commonly analyzed are differences in opportunities to learn. Results from the first group of students in Massachusetts required to take a state-created exam in order to graduate from high school indicated that both demographics and courses taken were significant predictors of performance. Recommendations for analyzing test data and for promoting more comprehensive and culturally responsive assessment and curriculum practices are offered.