Statistics showing irrefutably that white students have an advantage over their non-white peers have been reported for years; unfortunately, although there has been no shortage of fingers pointing out the disparity, some policymakers and legislators still refuse to admit it exists.

If this report helps convince them of the reality and consequences of Utah's very real achievement gap, it will have been worth the investment. Its aim is to start parents, teachers, administrators and legislators talking. If it actually moves them to address the problem, the entire state will benefit.

What is different about this 44-page report compiled by two University of Utah professors is that it presents, in a comprehensive package, compelling evidence of the inequity in Utah schools.

Non-white students, particularly Latinos, the subjects of the report, lag significantly behind whites in test scores and basic-subject proficiency, advanced-placement participation and graduation rates. The number of Latino students attending college does not reflect their percentage of the general population and lags far behind their white counterparts. The number who earn degrees is tiny, compared to whites.

The problem is compounded by the fact that Latino students make up a growing percentage of the school population - 4 percent in 1980; 12.2 percent in 2006.

The report offers some general suggestions, including making schools more accountable for meeting needs of Latino students, changing legislative priorities and, more tricky, changing long-held beliefs about how important education is to minority families and communities.

The greatest value in the report, beyond illustrating racial inequity in education, is that it urges Utahns to not just tolerate diversity, but to embrace differences as enriching rather than problematic for all Utah communities.

Until we do that, attitudes and policies won't change. And neither will classrooms that fail to meet the needs of all students.