Three basic causes for the general decline in mathematics achievement among high school graduates nationally are poor motivation to learn math, poor math curriculum, and poor or no mathematics instruction. Many Native Americans drop mathematics because of lack of challenging courses or interesting teachers in their high schools. Since American Indians are often tracked into "vocational" programs requiring minimal math study, college work in mathematics and technical careers are closed to them. During the 1950's, efforts of universities to re-educate mathematics teachers from art, home economics, and shop teachers emphasized the improvement of mathematics knowledge, almost to the exclusion of instructional methods. Thus, students, taught by teachers who do not like mathematics, are bored with outdated calculation drills and ignore the algorithms of computer operation. When American Indian students, who have poor math achievement in middle and high school, do enter the university, they need remedial mathematics courses to survive. The stress of remedial work increases the possibility of dropout or certainly an extended time for degree completion. The status of mathematics teachers can be improved by: higher salaries; more efficient use of time; elementary and middle school math specialists who teach diagnostically; more current, relevant and interesting mathematics; computer based instruction. (NQA)