Ambiguity remains as to whether contemporary levels of racial segregation in and outside of the U.S. South are a serious problem. This article subsequently examines the math and science test-scores of 3rd-graders that participated in the Early Childhood Longitudinal Study. Test-score performances are estimated using multilevel statistical methods for the national sample, and for children in low and high minority schools within and outside of the South. The analysis reveals lower test-scores for students in high minority schools, especially for African Americans and southern children in high minority private schools. In addition, a neighborhood's economic segregation appears to have a stronger association with test-scores than its racial segregation. The article concludes with a discussion of how school and neighborhood segregation reproduces racial stratification.