We analyzed the extent to which differences were present between White students and Hispanic students in their passing rates in reading and in math over a 16-year time period across all Texas elementary schools (ns greater than 1,000 schools). As anticipated, White students had statistically significantly higher passing rates in both reading and math for all 16 years, with effect sizes ranging from large to small. The achievement gap was noticeably greater in reading (i.e., large effect sizes) than in math (i.e., small to moderate effect sizes). Though statewide and national efforts have been implemented in the past 16 years, the gap in passing rates still reflects a substantial lack of equity. (Contains 2 figures, 10 tables and 18 footnotes.)