University of Utah researchers presented a study Monday that acknowledges and defines the achievement gap between white and minority students in Utah and makes recommendations on steps to take to turn the pattern around.

Though U. researchers didn't mention names, they accused some state lawmakers, including the co-chairwoman of the Education Committee, of turning a blind eye to the existence of the gap. But presenters say there is no denying that it is a serious issue that needs to be addressed.

The co-chairwoman of the House Education Committee and Education Interim Committee is Rep. Margaret Dayton, R-Orem.

"No matter what indicators you look at, we think this data is irrefutable — people say it's not a problem, we're saying, 'It is a problem and here is all the data,"' said Enrique Aleman, co-author of the report and research associate at the Utah Education Policy Center.

"The time is now to start dealing with this," he said. "Achievement gaps in Utah are pervasive and apparent, and part of the goal in this report is to make it as public as possible."

The 18-month research project was commissioned by Centro de la Familia de Utah. It provides a comprehensive review of data that validate some of the systemic challenges that place Latino students at a disadvantage in Utah's educational system, said Centro CEO Gonzalo Palza.

According to Palza, Centro saw the need for a comprehensive document that provided a wide range of research looking at what is needed to help minority students succeed in Utah schools.

In the report researchers looked at disaggregated data from the state's criterion-referenced tests (CRTs), the Utah Basic Skills Competency Test (UBSCT), the National Assessment of Educational Progress (NAEP) and advanced placement participation rates.

The report shows that in 2004 there was a 31 percent gap between the percent of Latino students and white students proficient in language arts along with a 27 percent gap in math and a 37 percent gap in science on the CRTS.

Moreover, the report showed gaps in pass rates for the UBSCT, the state's graduation test. If students don't pass all three sections of the UBSCT, they do not get a regular diploma.

According to the report, 33 percent of Latino students in the 2006 graduating class had not passed the mathematics portion of the UBSCT, while 13 percent had not passed in reading and 26 had not passed in writing. In comparison, 9 percent of white students did not passed the math portion of the UBSCT while 2 percent had not passed in reading and 5 percent did not pass in writing.

"I hope (the report) elevates the dialogue and the awareness because there does seem to be a little bit of resistance to getting information out and also a resistance to recognizing that these are not only legitimate issues but critical issues for the improvement of schools and the whole community," said McKell Withers, Salt Lake School District superintendent.