Examines the question of whether variables associated with middle school classroom practices and instructional emphasis would contribute to a prediction of science course placement in later grades. Concludes that what happens in early schooling does have a direct and substantive impact on later education. (ZWH)

High school counselors in Virginia were surveyed on their recommendations for academic programs in science and mathematics for fictitiously named male and female students at different levels of academic achievement. The counselors were apparently not influenced by the sex of students. (MNS)

Presents the STS (science/technology/society) outlook profiles of 546 eleventh graders from Israeli high schools within the existing science, nonscience, and technological tracks in terms of cognition, behavior, and literacy. Findings indicate significant differences between the profiles for students regarding behavior and literacy but not for…

This seven-chapter report presents information on the 1980 assessment of students' science performance in the province of Manitoba. Chapter I describes the nature of and steps involved in the assessment. Chapters II, III, and IV present, analyze and discuss achievement and attitude results for grades 5, 8, and 11, respectively. Achievement results…

Compared the science attitudes of tenth-grade students from British Columbia, Canada, in 1986 with those from tenth-grade students in 1989 after a three-year science-technology-society instructional period. No positive change in students' attitudes toward science was registered. (13 references) (MDH)