• Explains what has gone wrong with math and science education in the United States and describes the solutions that will work

• Argues that the people least likely to study mathematics and science are those with the least social and economic power -- students from poverty, minority students, and young women

• Includes recommendations for policy makers, administrators, teachers, parents, and students

Compared with students in other countries, American students are receiving a mediocre education in mathematics and science, subjects that are vital for workers who intend to compete in the emerging international economy. Our schools are simply not getting the job done, even for the most privileged students.

In Aptitude Revisited David Drew argues that the people least encouraged to study mathematics and science in our society are those who have the least power--especially students from poverty, minority students, and young women.

Policy makers, teachers, and even parents often steer certain students away from math and science for completely erroneous reasons. The result, Drew contends, is not simply an inadequately trained work force: this educational discrepancy is widening the gap between the haves and the have-nots in our society.

Drew systematically reviews studies, programs, and data to identify the causes of our educational problems and the solutions that will work. He challenges the conventional view--that science and math are too boring or too hard for many students--to argue that virtually all students are capable of mastering these subjects. Drew's carefully researched recommendations speak directly to policy makers concerned with America's international competitiveness and to parents and students facing a tough economy and tight labor market.