�Among students with exceptional mathematics achievement test scores, Black students are more likely than students from any other racial group to take both physics and chemistry. Black students have high post-secondary school expectations but proportionally few are enrolled in college preparatory programs. Among seniors with above average achievement scores in mathematics, Hispanics are the least likely to be enrolled in a college preparatory program.��The Gender Gap in Mathematics and Science�Females score lower than males on tests of mathematics achievement. Females and males are equally likely to take algebra I, but males are somewhat more likely to take geometry, algebra II and chemistry. In trigonometry and calculus, how ever, males outnumber females by 3 to 2. Male and females students who score equally well on the mathematics achievement test are equally likely to take chemistry and trigonometry. But females of high mathematics aptitude are somewhat less likely than males of similar aptitude to take calculus. Significantly fewer female students with exceptional achievement test scores in mathematics take physics compared to their male classmates with identical test scores. There appear to be unique barriers keeping females out of physics classes. Even though women are participating in the labor force and in higher education in record numbers, they are still heavily drawn into female dominated careers and infre quently move into traditionally male careers. Neither differences in mathematics achievement nor differences in mathematics and sci ence coursework can account for the overwhelming gender-related differences in educa tional and occupational goals.In many ways, the aspirations of high achieving females resemble low achievers more than they do the aspirations of high achieving males.������Post-Secondary School Plans�Students with strong cognitive skills have high educational aspirations and aspire to prestigious occupations. Educational plans are related to the type of curriculum in which students are enrolled. However, the relationship between occupational objectives and curriculum type seems even stronger. There is a strong relationship between long term goals and courses taken. Of the stu dents who expect at least four year degrees, 60% took high school chemistry and 32% took physics. Of those who expect less than four year degrees only 10% took physics. Among the college bound, seniors intending to major in education are the least likely to have taken high school physics and intermediate level mathematics courses. Students who expect to graduate from two year institutions represent the most����Who Takes Science-viii-
