This paper examines the patterns and determinants of inequities between indigenous and non-indigenous students in Bolivian primary (elementary) schools, using a 1997 survey of third and sixth graders. Analysis shows that, on average, indigenous students are of lower socioeconomic status, and their schools appear to have fewer instructional materials and poorer infrastructure. There is notable student segregation by linguistic status. Indigenous students score 0.28-0.47 standard deviations lower than non-indigenous student on tests of mathematics and Spanish achievement. Approximately two-thirds of the difference between indigenous student and non-indigenous student scores is explained by the unequal distribution of family and school variables. The remaining difference in scores may be explained by the unique linguistic background of students, or by unobserved features of families and schools. In the early grades, Bolivia scored below the regional mean of 11 Latin American countries. Bringing indigenous students to parity with others is the first part of a longer journey. (Contains 24 notes, 14 tables, 2 figures, and 41 references.) (Author/BT)