Educators and researchers highlight the important role that math plays in providing opportunities for upward mobility in the United States (and globally). Many students from underrepresented communities, including Black, Hispanic/Latinx, and low-income students, often do not get the support they need to develop a positive math mindset, sense of self-efficacy, and sense of belonging due to racial bias, negative instructional experiences, and lack of cultural relevancy in math classrooms. To ensure that all students can achieve proficiency in math, schools, districts, and communities must prioritize students' needs and experiences. This involves learning more from students about their attitudes and mindsets towards math and their experiences studying math. This study had two main purposes. The first was to develop surveys to gather information about the math mindsets, identities, experiences studying math, and course-taking behaviors of youth and teens (upper elementary school through high school). The second was to test whether the survey questions worked well as indicators of constructs to measure progress in math mindsets and course-taking behaviors for youth and teens. This executive summary discusses the study design, study methods, data collection and analysis, and summary of findings of the Youth and Teen Math Mindset Study.