Participation and Performance of Women and Minorities in Mathematics. Executive Summary.

This executive summary reports the findings of a study of the mathematics participation and performance of female, Black, and Hispanic students in the Montgomery County Public Schools (Maryland), and generalizes its findings to mathematics instruction for all students. Goals of the study were the following: (1) identify at what point in the educational process differences first appear; (2) identify factors in the school, home, and society that contribute to differential mathematics participation; and (3) point out policy implications and suggest alternatives or solutions. The sources of statistical and attitudinal data, and the methods used to select the sample populations are outlined in a fact sheet. Major summary findings include the following: (1) gender differences in participation and performance do not emerge until the last year or two of high school, but differences in attitudes and beliefs about mathematics start much earlier; (2) differences in progress through the elementary mathematics curriculum between Blacks and Hispanics, and Asians and Whites emerge as early as the first and second grade; (3) large differences exist in participation and performance in the secondary mathematics curriculum between Blacks and Hispanics, and Asians and Whites; and (4) the best way for any student to be successful in mathematics is to have succeeded in mathematics in the past, but once a student experiences failure or falls behind grade level, it is more difficult to catch up. Statistical data are included on four tables and three graphs. (FMW)