• In 1991, women comprised 88 percent of all elementary school teachers and 56 percent of all secondary school teachers. However, women were less likely to be mathematics or science specialists in the elementary grades or mathematics and science teachers in the secondary grades. (For more information see: Teachers and Teaching, Sex and Minority Status and Figure 1-11.)

• The proportion of minority teachers of math and science is low relative to the proportion of minority students. Although 31 percent of the Nation's students come from minority groups, only 11 percent of high school mathematics teachers and only 4 percent of high school physics teachers are minorities. (For more information see: Sex and Minority Status and Figure 1-12.)

• Eighth grade white and Asian students and eighth grade students from high socioeconomic status families were much more likely to be taught by mathematics teachers who majored in mathematics or mathematics education than blacks, Hispanics, or Native Americans. (For more information see: Education and Preparation and Text table 1-8.)

• The use of computers and calculators in the classroom is on the rise. Between 1985 and 1989 teachers' use of computers with their students more than doubled, although the number of teachers using computers for mathematics and science are still in the minority. (For more information see: Use of Computers, Use of Calculators, Text table 1-10 and Figure 1-16.)

• In a search for an explanation for racial/ethnic differences in school achievement, some researchers have pointed to the low level of peer support for academic excellence among black and Hispanic students. Researchers continue to debate the causes of racial/ethnic differences in school achievement. However, any explanation must take the multiple and interactive influences of school, family, language, and community resources into account. (For more information see: Beyond the Classroom: Students' Out-of-School Experiences.)

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