This report provides data on the academic achievement gap that separates low-income and minority students from other students, examining how well different groups of students perform in Connecticut and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of Connecticut to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in Connecticut); state performance (academic achievement and educational attainment); opportunity (well prepared teachers, challenging curricula, special student placements, effective instruction, and annual per pupil investments); minority achievement gains, state by state; and analysis of minority-white achievement gaps by subject area and grade level. African American 4th graders in Connecticut made second best progress nationwide in reading from 1992 to 1998, and more progress in math from 1992 to 1996 than African American 4th graders in almost any other state. However, African American 8th graders in Connecticut score more than 3 years behind white 8th graders in the state in reading and writing and more than 4 years behind in math and science. Hispanic 4th graders in Connecticut made more progress in reading from 1992 to 1998 than Hispanic 4th graders in any other state in the nation. However, Hispanic 8th graders in Connecticut score more than 4 years behind white 8th graders in the state in science and 3 years behind in writing, reading, and math. The state's poor/non-poor achievement gap would close for 8th graders in both math and science if poor students in Connecticut scored as well as poor students in North Dakota. (Contains 24 references.) (SM)