This report provides data on the academic achievement gap that separates low-income and minority students from other students, examining how well different groups of students perform in North Carolina and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of North Carolina to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in North Carolina); state performance (academic achievement and educational attainment); opportunity (well prepared teachers, challenging curricula, special student placements, effective instruction, and annual per pupil investments); minority achievement gains, state by state; and analysis of minority-white achievement gaps by subject area and grade level. African American 4th graders in North Carolina made more progress in math from 1992 to 1996 and in reading from 1992 to 1998 than African American 4th graders in almost every other state. African American 8th graders in North Carolina made more progress in math from 1990 to 1996 than African American 8th graders in almost every other state. However, African American 8th graders in North Carolina score about 3 years behind white 8th graders in the state in math and science and about 2 years behind in reading and writing. Hispanic 4th graders in North Carolina made more progress in reading from 1992 to 1998 than Hispanic 4th graders in almost every other state. Hispanic 8th graders in North Carolina made more progress in math from 1990 to 1996 than Hispanic 8th graders in almost every other state. However, Hispanic 8th graders in North Carolina score about 3 years behind white 8th graders in the state in science and reading and more than 2 years behind in math and writing. (Contains 24 references.) (SM)