Efforts to reform and restructure science and mathematics education need to be based on a sound assessment of current conditions, the rate of improvement, and problems in the system. This report focuses on indicators of the condition of science and mathematics education at state and national levels. The 1995 report presents new state indicators from the 1993-94 school year and examines trends, by state, from 1990 to 1994 on indicators of student achievement, content and instruction, and context and conditions for teaching. Four primary sources of data were used: The National Assessment of Educational progress (NAEP), Advanced Placement examinations, The Schools and Staffing Survey, and data from state departments of education. Among the student achieement indicators, the study found that proficiency on the NAEP in mathematics had a significant improvement: the percentage of grade 8 students scoring at or above the proficient level went from 19 percent in 1990 to 25 percent in 1992; between 1982 and 1992 scores of Black and Hispanic students improved more than that of Whites, although the gap is still substantial. Among the findings in the area of content and instruction, the study found that enrollments, especially minority and female students, in science and mathematics have risen dramatically. In the area of teacher preparation and supply, the study found that three-fifths of secondary teachers with a main assignment in mathematics had a college major in math or mathematics education. In the area of conditions and context for teaching, it was found that the average public school spent only $50 on science software and $100 on mathematics software in 1993-94. Appendixes provide detailed data and information by state. (MKR/AA)