This project examined science education research relating to relative effects of different science programs, teaching systems, instructional methodologies, teacher preparation programs, and relationships between various student outcomes and student/teacher relationships. More than 80 studies were examined providing information on sex-related differences in pre-college science. Throughout these years, males on the average outperform females in science achievement. On the surface, these sex differences seem small (little more than a tenth of a standard deviation at the senior high level). However, when cognitive outcome differences are broken down by cognitive process levels and by specific science disciplines, some differences are considerably larger. At the higher cognitive levels, the difference favoring senior high school males is as high as a fifth of a standard deviation. In the physical sciences, the male advantage is as high as a third of a standard deviation. Thus, with respect to important stepping stones to post-secondary programs and ultimately careers in science, women are at a disadvantage, not because of statistically significant differences between the sexes, but rather because of the educationally significant magnitudes of those differences. Problems encountered in studies of sex differences in mathematics education are also addressed. (Author/JN)