This first in a four-part series on why academic achievement gaps persist discusses how to raise minority achievement. It explains how earlier progress in closing the gap has stalled, while at the same time, the greater diversity of student populations and the rapid growth of the Hispanic population and of other ethnic groups have reshaped the problem with a more complex set of issues (e.g., limited English proficiency and lack of parental participation). The paper also focuses on achievement issues related to Asian American students, discussing how to define Asian Americans and noting the many cultural differences among Asian groups. Finally, the paper explains that even in well-off suburbs, minority student achievement lags behind that of majority student achievement. One reason for such disparity may be the racial makeup in high-powered academic classes, which provide students with the most challenging work. Nationwide, educators and African American leaders are saying that multi-pronged efforts are necessary to raise achievement levels among minority students. Subtle barriers to minority students' success often relate to teachers' negative attitudes, parents' reluctance to aggressively advocate for their children, and peer pressure to be popular that undermines academic achievement. (SM)