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 Wisconsin and noting inequities in teacher quality, course offerings, and funding. Included are tables and data that provide: a frontier gap analysis (a comparison of Wisconsin to the leaders in achievement and gap closing); student profile (the demographic distribution of youth in Wisconsin); 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 8th graders in Wisconsin are the second best performing of all African American 8th graders in the country in writing. However, African American 8th graders in Wisconsin still score more than 1 year behind white 8th graders in the state in writing, more than 4 years behind in math, and 3 years behind in reading. Hispanic 8th graders in Wisconsin score 3 years behind white 8th graders in the state in math, and at least 2 years behind in reading, writing, and science. Eighth graders from low-income families in Wisconsin are the second best performing of all low-income 8th graders in the country in writing. However, 8th graders from low-income families in Wisconsin still score more than 1 year behind non-poor 8th graders in the state in writing, and more than 2 years behind in math, science, and reading. (Contains 24 references.) (SM)