This report compares Idaho's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Idaho is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Idaho's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Data from 2002 show a mean performance at the 60th percentile for 4th grade students on the state's reading test; Idaho did not participate in the 1998 NAEP 4th grade reading assessment. On Idaho's 8th grade mathematics test, students also performed at the 60th percentile; on the 2000 NAEP 8th grade mathematics assessment, 27 percent of students performed at the proficient level or above. Whites scored significantly higher than African Americans and Latinos in both 4th grade reading and 8th grade mathematics. Idaho had the eighth largest Latino-white achievement gap in 9th grade math in 2000, and Latino 8th graders performed at the bottom third among states in NAEP math. Latinos represent 10 percent of the public K-12 enrollment, but a considerably smaller percentage take Advanced Placement (AP) exams. About 37 percent of Idaho's high school students enroll in college, compared to 54 percent nationwide. About one quarter of Idaho's secondary school classes are taught by teachers lacking a major or minor in the field. Latino students are underrepresented in gifted education programs. Idaho districts with the highest child poverty rates have fewer state and local dollars to spend per student than districts with the lowest poverty rates. (SM)