During the past decade, the federal government, alongside the efforts of state, local, and private-sector groups, has promoted initiatives in the search for ways to improve the teaching of mathematics and science in the nation's schools. This report summarizes a 2-year study of the largest of such federal initiatives, the Dwight D. Eisenhower Mathematics and Science Education Program. Included are: (1) an introduction of the framework and methodology of the program and its relationship to national concerns about science and mathematics education; (2) Part One, which contains highlights of the findings at the state level and an overview of the collaboration strategies for both the elementary/secondary components and the higher education components at the state level; (3) Part Two, which contains the operations of the program at the local level, and findings about the special issues related to local-level agencies; (4) Part Three, which contains participation figures, strategies, impacts, and special issues regarding the operation of the higher education component of the program; (5) Part Four, which contains the overarching themes and contributions of the program as a whole to the reform movement in mathematics education; and (6) a conclusion that the program occupies an otherwise unfilled niche among reform initiatives, that the program expands the array of professional development opportunities for students, that the program supports leadership at all levels, but does not create it, and that the program provides a necessary, but insufficient, resource for promoting sustained change in mathematics and science teaching practices. A 41-item bibliography is followed by three appendices: the Title II Eisenhower legislation, the survey instruments and a description of the survey methodology. (JJK)