During the past several years considerable national-level attention has been focused on the state of American public education in mathematics, science and technology. There is, among the several policy reports, substantial agreement that student achievement levels in mathematics are lower than is desirable and the opportunity to learn mathematics, science and technology is at present not fairly and evenly provided to all students. In particular, large numbers of minority youngsters and those who go to inner-city schools are below grade level in mathematics achievement by grade five. Girls, too, show disparities in interest, participation and achievement, but for different reasons. The situation for minority girls is even more complex. The goal of this study was to conduct a comprehensive review of the research and intervention literature on math, science and computer learning among girls, minority students and inner-city students in grades four through eight. Chapters concern: (1) the studies used in this report; (2) differences and similarities in participation; (3) differences and similarities in performance; (4) factors related to performance and participation; (5) intervention programs; and (6) summary and recommendations. Appendices include lists and tables of meta-analysis, a directory of intervention programs, and a bibliography of 290 references on this topic. (CW)