This brief report highlights findings from the two assessments in mathematics and three assessments in science conducted by the National Assessment of Educational Progress between 1969 and 1978. In mathematics, average scores declined during the mid-1970s, especially on problem solving. In science, students generally declined in knowledge, skills, and understanding, especially in physical science. These and other results cited have been interpreted as not boding well for the future eminence of the United States in science and mathematics. Key influences were noted, including the emphasis on back-to-basics and the tendency to short-change problem-solving skills; the emphasis on testing of skills, with attention focused on those easily tested; the shortage of qualified teachers; lowered levels of support; and the relaxation of college entrance requirements. Necessary steps to be taken are listed, and a brief list of references is included. (MNS)