This study investigated the performance of U.S. eighth-grade female and minority students' achievement in learning statistics concepts using the Data and Chance content domain from the Trends in International Mathematics and Science Study 2007 (TIMSS 2007). Using variables that have been linked to mathematics and statistics achievement in the literature, a hierarchical level modeling approach revealed significant achievement differences between boys and girls, as well as lower academic performances for minority students. The implications from this study suggest the need for additional research related to the teaching and learning of statistics concepts, with a particular focus on how to better engage and improve the achievement of female and minority students in PK-12 education.