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 the District of Columbia and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of the District of Columbia to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in District of Columbia); 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 and Hispanic 8th graders in the District of Columbia score more than 4 years behind white 8th graders in the District in reading and about 3 years behind in writing. The District's poor/non-poor achievement gap would close for 8th graders in both science and math if poor students in the District of Columbia scored as well as poor students in North Dakota. (Contains 24 references.) (SM)