Eighth-graders who had low scores in a 1988 mathematics assessment were less likely than higher-scoring students to have received a bachelor's or higher degree by 2000. By 2000, 7 percent of low-scoring students had completed a bachelor's degree or higher, compared to 25 percent of middle-scoring students and 59 percent of high-scoring students. Low-scoring students with high socioeconomic status were 10 times more likely to have received a bachelor's degree or higher than similar scoring students from low socioeconomic backgrounds (30 vs. 3 percent). Middlescoring students with high socioeconomic status were 6 times more likely to have received a bachelor's degree or higher than similar scoring students from low socioeconomic status backgrounds (51 vs. 8 percent). High-scoring students from high socioeconomic backgrounds were more than 2 times as likely to have attained a bachelor's or higher degree compared to highscoring students from low socioeconomic backgrounds (74 vs. 29 percent).