Sixty-eight specific interventions to improve science education were grouped into 11 categories. Each category was then related to one of three major intervention objectives and an associated group. These categories, grouped by objectives are: (1) interventions increasing amount of time students are engaged in learning science (increasing student requirements); (2) interventions increasing quality of instruction (preservice education; enhancing teaching as a career; improving instructional practice; inservice education; improvement of materials, facilities, and equipment; and assistance from business and industry); (3) interventions to increase the "match" between actual classroom objectives with objectives most appropriate in today's world; and (4) facilitating interventions (improving local leadership, testing programs, and public education). Analyses were conducted to determine the cost of implementing each intervention and to determine a rating of its effectiveness based on research data and other available information. The major conclusion reported is that solutions to problems in science education must be sought in the form of combinations of interventions with full regard for the interactions among these interventions. (Also included are modifications of analyses as they pertain to mathematics education and a delphi study on interventions for improving science and mathematics education in Colorado.) (JN)