Chapter Organization

The chapter begins with an examination of trends in academic achievement over time. It then explores trends in student persistence in mathematics and science courses, and trends in the academic achievement of college-bound students. Particular attention is paid to the performance of high-achieving students and those most likely to pursue degrees in science or mathematics. Next, the chapter includes a brief review of international comparisons of academic achievement. Whenever possible, the distribution of academic achievement is examined and the more complex story of how various groups of students are doing at all levels of achievement is told.

The chapter next presents data and issues on teachers and teaching. Included here is a discussion of questions about the supply, demand, and quality of science and mathematics teachers. International comparisons highlight characteristics of teachers and teaching that may be associated with higher science and mathematics achievement. An examination of curriculum and instruction issues follows, also using international comparisons to highlight effective practices. The section discusses the availability and use of resources as well as the discrepancies between common classroom practice and reform goals.

The chapter continues with an examination of out-of-school learning in mathematics and science. It then turns to an examination of the role of new testing instruments in improving precollegiate mathematics and science education, and concludes with a brief review of current policy initiatives.

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