This document synthesizes research on educational inequality in the United Kingdom, examining the significance of race, ethnicity, gender, and social class. It analyzes data from the Department of Education and Employment and from the ongoing Youth Cohort Study of England and Wales. It emphasizes the principal minority groups in the area (Black Caribbean, Black African, Black other, Indian, Pakistani, and Bangladeshi). It discusses: "Including Everyone in Educational Success" (raising standards of attainment and inclusion); "Mapping Attainment at the Local Level" (measuring attainment, local variability, and variability and inequality); "Raising Standards for All?" (raising standards, unequal shares, and mapping attainment from baseline to standardized testing); "Social Class and Educational Attainment" (measuring social class and class, race, and attainment inequalities); and "The 'Gender Gap'" (gender differences, race and gender, and race, class, and gender). Overall, there are distinct patterns of inequality. Inequality of attainment on standardized tests puts African-Caribbean, Pakistani, and Bangladeshi students at a disadvantage in the youth education, labor, and training markets. Social class and gender differences are associated with differences in attainment, but they cannot account for persistent underlying ethnic inequalities. In some cases, ethnic inequalities have increased in recent years. (Contains 76 references.) (SM)