Funded by the Women's Educational Equity Act Programs, the Minneapolis Public Schools Indian Education Section on October 1, 1981, began a study to assess the present level of enrollment and performance of Minnesota Indian girls in junior and senior high school mathematics courses. Procedures in conducting the study included: identifying 7 to 10 school districts to cooperatively participate; gathering information on enrollment of Indian girls in various mathematics courses offered by districts; acquiring information on the performance of Indian girls in mathematics courses; analyzing existing data, including the Minnesota School Affect Assessment, to determine attitudes of Indian girls towards mathematics; and surveying cooperating school districts and Indian parent groups about special programs assisting Indian girls with mathematics. Results of data analysis revealed: cooperating school districts lacked complete consistency in determining Indian students; a higher dropout rate among Indian students; a drop in math enrollment at the senior high level (100% for grades 7-9 to 33% for grades 10-12) due to lack of state requirements and school district policies which make mathematics courses elective; a need for special programs designed to encourage more students to enroll in advanced mathematics courses; and Indian females were proportionately underrepresented in math classes. (ERB)