This report provides important baseline information for school systems in North Carolina working to improve student performance. It describes participation, student characteristics, and achievement for 11 high school courses assessed by the North Carolina End-of-Course Testing Program in 1991-92. Participation of North Carolina students in Algebra II, Biology, and Chemistry appears to be typical of that of other states, but participation in Algebra I and Physics is somewhat lower than in other states. Participation in advanced mathematics and science courses varies by sex, parental education, ethnic group, and post-high school plans; and is widely variable among school systems. Even though grading standards have become more stringent in the state, achievement by students in Algebra I, Biology, and Chemistry appears to be improving. More North Carolina students are capable of taking advanced courses than are currently enrolled in them. Schools and systems can identify strengths and weaknesses in their instructional programs by examining relative performance on goals measured by the test items assessed in 1991-92 in these subject areas. Test results, including those in a section on outstanding schools, are reported in 67 tables and 31 graphs. Appendix A presents core score distributions on the end-of-course tests, and Appendix B contains the end-of-course test development schedule. (SLD)