Purpose. The purpose of this study was to examine differences in academic achievement among students who were Hispanic, Limited English Proficient (LEP), or White, using archival data from the Texas Education Agency's (TEA) Academic Excellence Indicator System (AEIS). Data examined were fifth grade reading and math passing rates from the 1993 through the 2009 school years. An examination of the Texas Assessment of Knowledge and Skills (TAKS) Reading and Math tests, as well as the Texas Assessment of Academic Skills (TAAS) Reading and Math tests, across a 7-year period and across a 16-year period (when available) was used to analyze the extent to which an achievement gap was present and whether the achievement gap had changed, and the extent to which equity had been established using statewide standardized assessment for students who were Hispanic, Limited English Proficient or White. Method. A nonexperimental quantitative research design was utilized as the quantitative research method (Johnson & Christensen, 2008). A nonexperimental research design assisted in the examination of test scores of Hispanic students, students who were LEP, or White students, the TAKS and TAAS data sets, and the extent to which an achievement gap existed across a 7-year period for Hispanic students, students who were LEP, or White students, across a 16-year period for Hispanic students and White students. Specifically, a simple case of causal-comparative research (ex post facto) was used as a means to determine the extent to which an achievement gap existed and, if present, the extent to which the achievement gap had decreased across a 7-year and a 16-year period. Findings. For the 16 years of data analyzed, White students outperformed Hispanic students and students with LEP by large margins. Moreover, for 7 years of data analyzed, Hispanic students outperformed students with LEP in both reading and math. Specifically, of the 60 statistical analyses, this researcher identified 43 large effect sizes for the 16 years and 7 years investigated. Furthermore, this investigator enumerated 15 moderate effect sizes and 2 small effect sizes for the 7 years and 16 years of data analyzed. Under the No Child Left Behind Act, the achievement gap has narrowed in some years for Hispanic students and students with LEP, yet White students have increased their achievement scores on the TAAS and TAKS tests, thus expanding the achievement gap even further than in years past. For this investigation, test results demonstrated an increase and shift in passing rates for Hispanic students, students with LEP, and White students. As Hispanic students and students with LEP increased their passing rates, so did White students on the TAKS Reading and Math tests. A shift of scores had occurred, and the passing rates for Hispanic students, students with LEP, and White students have become negatively skewed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]