According to the National Center for Education Statistics (Table 153), there are almost as many states that require a minimum of 2 credits of science for graduation (22) as there are those that require 3 credits (21). According to the "2000 High School Transcript Study," between 1990 and 2000, not only did the average number of science credits taken increased from 2.8 to 3.2 (that's an average for "all" students, not just college track), but science mean grade point average went from 2.39 to 2.67. Of the 16 course subjects covered by the 2000 High School Transcript Study, mathematics and science courses proved the most difficult for high school students. In 1987, only 6 states required more than 2.5 credits of science, but in 2000, 20 states required more than 2.5 credits. The real issue, however, seems not to simply be the number of credits taken, but the need to revise and update science curriculum and instruction. In a position paper, The Council of Scientific Society Presidents puts forth the following: Doubling investment in the nation's science and mathematics education, based on sound educational research, to provide all the nation's children an effective educational outcome in mathematics and science, must be a top national priority over the next decade. "Science for All Americans" (published by Project 2061) lists four considerations to achieve scientific literacy in America: (1) The curriculum must be changed; (2) Effective science instruction must be based on learning principles that derive from research and on the best practice that is consistent with the spirit and character of scientific inquiry; (3) Educational reform must be systemic, dealing with all aspects and components of the educational system; and (4) Reform must be collaborative, involving administrators, university faculty members, community, business, labor, and political leaders, as well as teachers, parents, and students. (Contains 10 online resources.)