The achievement gaps in our schools are real and persistent. While 41 percent of white fourth- graders are proficient or above in reading according to the NAEP reading assessment, only 15 percent of their Hispanic peers and 12 percent of their African American peers read at that level.In mathematics, 34 percent of white fourth-graders scored at or above proficiency, while just five percent of African American and ten percent of Hispanic students reached that level.The statistics are similar in science and other areas of study.

For low-income students, the story appears to be similar. The achievement gap in this context can be measured by looking at the gap between the academic achievement of students eligible for the federal free and reduced-price lunch program and more economically advantaged students not eligible for the program.While 41 percent of non-eligible fourth-grade children are proficient or above in reading, only 14 percent of

their low-income peers read at that level.In mathematics, 33 percent of economically advantaged fourth-graders in public schools are proficient or above, while just nine percent of low-income students performed at this level.These K-12 performance figures are not acceptable for any race or socioeconomic group.

Diversifying the pool of students capable of succeeding in college is fundamentally a matter of elementary and secondary education reform. The most important recent approach to reform in this area is the No Child Left Behind Act of 2001 (NCLB).

NCLB seeks to close the achievement gap by ensuring that all students receive a quality education.This in turn will give every child an opportunity to achieve the level of preparation necessary for success in college and beyond. Important provisions of the Elementary and Secondary Education Act as reauthorized by NCLB that support this goal include: