Individual states' educational policy reforms in the 1980s were aimed at improving the quality of both science education and mathematics education in elementary and secondary schools. Many states have raised standards for teacher certification, increased course requirements for graduation, revised state curriculum frameworks, and established new and innovative methods of statewide student assessment. This report provides the first ever state-by-state data on the following six key categories of educational indicators: student outcomes, instructional time/participation, curriculum content, school conditions, teacher quality, and the level of educational equity included in the descriptions and analyses of the previous five categories. The indicators are based on two data sources. First, state departments of education collected data on students and teachers in public schools using common definitions and categories. Second, data from the Schools and Staffing Survey of the National Center for Educational Statistics were analyzed to obtain additional indicators of science and mathematics teachers. Forty-one data tables of state-by-state results are included along with concomitant analyses. The initial results provide findings that address the following policy issues with respect to science and mathematics education: (1) the amount and level of instruction in the nation's schools; (2) the effect of higher state graduation requirements; (3) the progress being made in closing the gender gap; (4) the existing, as well as the anticipated, shortages of qualified teachers; and (5) the level of preparation for current teachers. Appendices include tables of public school course enrollments and teacher characteristics, a technical note, a directory of state course titles, and 58 references. (JJK)