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 New York and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of New York to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in New York); 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. Hispanic 4th graders in New York made more progress in reading from 1992 to 1998 than Hispanic 4th graders in most other states. However, Hispanic 8th graders in New York score more than 4 years behind white 8th graders in the state in science, more than 3 years behind in math and writing, and more than 2 years behind in reading. African American 8th graders in New York score more than 4 years behind white 8th graders in the state in science, more than 3 years behind in math, and more than 2 years behind in reading and writing. (Contains 24 references.) (SM)