This study conducted a statistical analysis to look at the participation and achievement of Black, Hispanic, and female secondary education students in mathematics, science, and advanced technology programs in schools in Virginia, compared to those of White students and male students. In particular, the study applied descriptive and inferential statistical methods to develop percentages, frequencies, means, and binomial proportionality statistics using data collected via the Student Enrollment Survey and the Virginia Vocational Education Reporting System. For measures of student achievement, the study analyzed data on awarding of diplomas, scores from a national assessment, enrollment in five Virginia magnet schools, scores on a State Assessment Program instrument, participation in student science competitions, and enrollment in advanced programs. The analysis found that Black and Hispanic students were participating and achieving at rates lower than were White students; the difference in both participation rates and achievement was greater for Black students than for Hispanic students; and female students participated and achieved on a par with male students in most facets of mathematics and science studies. Six appendixes present statistical analyses of enrollment data, the Virginia State Department of Education work plans, a student enrollment survey form, statistical summaries, Virginia science and technology magnet school enrollment data, and a list of secondary school course offerings. A 16-item bibliography is included. (JB)