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The article addresses the demographic conditions of music education at the collegiate level in the United States, focusing on the openness of the field to minorities at both the student and faculty levels. Subjects analyzed include statistics pertaining to recruitment strategies, ease of access, and the presence of alternative programs. It is suggested that the ethnic population of the U.S. is more diverse than is reflected in higher education music institutions and that school paradigms should be shifted to allow more minorities entrance into the field without the need to lower achievement standards.

Deals with a study which discussed the curriculum guidelines for the Bachelor of Science degrees in statistical science in the United States. Historical background of the study; State of undergraduate programs in statistics; Recommendations for the statistics curriculum.

The following three articles are the results of papers presented and discussed at a symposium entitled "Improving the Workforce of the Future: Opportunities in Undergraduate Education," held August 12-13, 2000, in Indianapolis, IN. This symposium was sponsored by the American Statistical Association through its Undergraduate Statistics Education Initiative. The first article was the keynote address at the symposium. The latter two articles are position papers that were developed in part through discussions among representatives from liberal arts colleges, research universities, industry, and government at a May 1999 meeting at the ASA Headquarters and a subsequent April 2000 workshop in Alexandria, VA. This workshop was partially supported by the National Science Foundation. Other position papers based on symposium discussions are being developed and are scheduled to appear in the Journal of Statistical Education. [ABSTRACT FROM AUTHOR]

The Advanced Placement Statistics course, first offered in 1997 after more than 12 years of planning, allows high school students who pass an examination to receive college credit for a statistics course taken at their high school. In its third year 25,240 students took this examination, and 57% "passed." The three-hour exam consists of both multiple choice and free response questions, which cover the four sections of the AP Statistics syllabus: data exploration, study design, probability distributions through simulation, and inference. Although some problems remain, both students and teachers find the course to be challenging and valuable. [ABSTRACT FROM AUTHOR]

Highlights results of a survey conducted by the Conference Board of the Mathematical Sciences on undergraduate programs in the United States. Enrollment in statistics courses; Number of bachelor's degrees with a major in statistics; Breakdown of full-time and part-time faculty members.

Presents several classroom demonstrations that have encouraged student involvement in the undergraduate course in decision theory and Bayesian statistics at the Columbia University in New York City. Principles of decision analysis; Subjective probability intervals and calibration; Utility of money and risk-aversion.

Attempts to imagine plausible futures on the state of statistics teaching at the university level at the end of the 20th century. Responses of the authors on the effect of technology on statistics; Ways of helping students learn more about statistics; Criticism directed at higher education.

Focuses on the challenges in teaching short statistics courses by the Department of Statistics at the University of Florida from 1991 to 1994. Reduced state funding for education; Necessity of coming up with external sources of funding; Development of a program called `Week of Short Courses' which was used to generate additional revenue.

Suggests issues and explores problems that must be considered in any substantial overhaul of statistics curricula in graduate programs. Introduction of cross-disciplinary training; Renewed emphasis on the undergraduate education; Example of an ideal statistics curricula.

Comments on the efforts of academicians to change the statistics curricula in graduate programs. Faculty selection as the biggest step in making good curriculum decisions; Necessity of changes in the statistic profession.

Comments on the efforts of academicians to change the statistics curricula in graduate programs from the point of view of an educational psychologist. Need for the faculty to be aware of teaching and learning techniques; Course work and experience on teaching as requisites for graduate students in statistics.

Focuses on minority postdoctoral researchers. Number of minorities in the scientific field; Statistics on African American postdoctoral researchers in the biomedical fields; Need for attention at the elementary level; Programs aimed at underrepresented minority postdocs by the National Institute of Allergy and Infectious Diseases (NIAID); Outlook.

Proposes a graduate curriculum for the ideal statistics department. Includes computing; Data analysis; Data collection; Design of experiments; Inferences; Probability theory; Statistical consulting.

The article discusses the implications of immigration on the capacity of the U.S. educational system for natives and immigrants. Research by Neymotin reported in a 2009 issue of the "Economics of Education Review" investigates immigrant and native performance on college-admission scholastic aptitude tests (SAT) and effects on educational opportunities for natives.