This survey was conducted to determine how state education agencies were addressing the issue of mathematics, science, and vocational education. Questions concerned (1) the current state of their vocational programs in relation to increased emphasis on mathematics and science for high school students; (2) presence or absence of a state policy that allows vocational education credit in lieu of or in cooperation with science or mathematics; and (3) development of related materials. All 41 respondents reported concern about the impact of increased basic skills requirements on vocational education enrollment, and 27 of the states responding were involved in major curriculum projects to assess the extent of "basic skills content" included or to be included in vocational education courses. Eleven states indicated that they had a policy that allowed vocational credit to be counted in lieu of science or mathematics. Sixteen states gave local school districts jurisdiction over course approval, while only three states prohibit such credit in lieu of a basic skills course. Vocational courses reported as appropriate in lieu of a basic skills course (provided such courses met state requirements for substitution) were representative of all vocational areas. The activity reported most often by states was piloting of a "Principles of Technology" course. Secondly, states were involved in a variety of projects to determine the extent to which mathematics and/or science content was present in current vocational programs, and an assessment of essential content to include. Research efforts were reported in the areas of improvements in vocational education, identification of courses that would fulfill graduation requirements in mathematics or science, and in formulating policies for granting such credit. (The report includes summaries of responses from each state.) (KC)