Indicators of Precollege Education in Science and Mathematics -- Copyright -- Preface -- Contents -- 1 Introduction and Summary -- INTRODUCTION -- Background -- Scope of Report -- SUMMARY -- Selecting Indicators -- Outcome Variables -- Process Variables -- Input Variables -- Teachers -- Findings: Supply and Demand -- Aggregate Quantity -- Uncertainties -- Findings: Quality -- Lack of Information -- Requirements for Teaching Mathematics and Science -- Conclusions and Recommendations -- Supply and Demand -- Quality -- Curriculum Content -- Findings -- Opportunity to Learn -- Textbooks and Courses -- Conclusions and Recommendations -- Curriculum Content -- Textbooks and Courses -- Tests -- Instructional Time and Course Enrollment -- Findings -- Instructional Time and Student Learning -- Measuring Instructional Time: Elementary School -- Measuring Instructional Time: High School -- Conclusions and Recommendations: Elementary School -- Measures of Instructional Time -- Improving Methods for Collecting Information -- Conclusions and Recommendations: Secondary School -- Measures of Course Enrollment -- Improving Measures of Course Enrollment -- Assessing the Effects of Policy Changes -- Student Outcomes -- Findings -- Tests -- Achievement: All Students -- Achievement: College-Bound Students -- Conclusions and Recommendations -- Assessments of Achievement -- Tests -- 2 The Selecton and Interpretation of Indicators -- AVAILABLE DATA AND INFORMATION ON EDUCATION -- THE CONCEPT OF INDICATORS -- SELECTING INDICATOR VARIABLES -- Outcomes -- Schooling Inputs And Processes -- School Processes: Instructional Time -- Input Variables -- Content -- Teachers -- Expenditures and Other Cost Factors -- Public Attitudes -- Conclusion -- COLLECTING INFORMATION -- DISAGGREGATING DATA -- Collecting Data At The State And Local Levels.

Disaggregating Data By Demographic Descriptors -- Separating Data By Educational Level -- INTERPRETING INDICATORS -- 3 Schooling Inputs To Science And Mathematics Education: Teachers And Curriculum Content -- TEACHERS -- Number of Teachers -- Supply of Teachers -- Demand for Teachers -- Quality of Teachers -- Elementary School -- Secondary School -- Defining Teacher Quality -- Findings -- Supply and Demand -- Aggregate Quantity -- Uncertainties -- Quality -- Lack of Information -- Requirements for Teaching Mathematics and Science -- Conclusions and Recommendations -- Supply and Demand -- Quality -- CURRICULUM CONTENT -- Opportunity to Learn -- The Role of Textbooks -- Variations in Topic Emphasis -- Findings -- Opportunity to Learn -- Textbooks and Courses -- Conclusions And Recommendations -- Curriculum Content -- Textbooks And Courses -- Tests -- 4 The Schooling Process: Instructional Time and Course Enrollment -- INSTRUCTIONAL TIME AND STUDENT LEARNING -- Allocated Versus Actual Instructional Time -- Homework -- MEASURING INSTRUCTIONAL TIME -- Elementary School -- High School -- FINDINGS -- Instructional Time And Student Learning -- Measuring Instructional Time -- Elementary School -- High School -- CONCLUSIONS AND RECOMMENDATIONS -- Elementary School -- Measures Of Instructional Time -- Improving Methods For Collecting Information -- Secondary School -- Measures Of Course Enrollment -- Improving Measures Of Course Enrollment -- Assessing The Effects Of Policy Changes -- 5 Student Outcomes -- STUDENT ATTITUDES -- STUDENT ACHIEVEMENT -- Measures Of Achievement -- Grades -- Test Scores -- Limitations Of Achievement Tests -- Achievement: All Students -- Mathematics -- Science -- Achievement: College-Bound Students -- FINDINGS -- Tests -- Achievement -- All Students -- College-Bound Students -- CONCLUSIONS AND RECOMMENDATIONS.

Assessments Of Achievement -- Tests -- References -- Appendix State Data -- INTRODUCTION -- TEACHERS -- California -- Connecticut -- Illinois -- Michigan -- Minnesota -- New Jersey -- New York -- North Carolina -- Pennsylvania -- CONTENT -- Connecticut -- Illinois -- Michigan -- Minnesota -- New York -- North Carolina -- Pennsylvania -- INSTRUCTIONAL TIME/ENROLLMENT -- California -- Illinois -- Michigan -- Minnesota -- New Jersey -- New York -- North Carolina -- Pennsylvania -- Washington -- STUDENT ACHIEVEMENT -- California -- Connecticut -- Illinois -- Michigan -- Minnesota -- New Jersey -- New York -- North Carolina -- Pennsylvania -- Washington -- REFERENCES -- STATE PERSONNEL -- California -- Connecticut -- Illinois -- Michigan -- Minnesota -- New Jersey -- New York -- North Carolina -- Pennsylvania -- Washington.