The status of high school students' mathematics and science preparation and the existence of gender inequities in such courses were investigated in this study of Rhode Island secondary schools. A stratefied random sampling of districts was taken to include schools demographically representative of the state's population. Course enrollment data from the senior classes of 1985 were used (N=1111). The data were analyzed to determine: (l) the number of females and males who had enrolled in each mathematics and science course; (2) the percentage of each gender enrolled in these courses; and (3) the average grades received by males and by females in the mathematics and science courses. Survey results indicated that the l985 female and male graduates took similar numbers and types of mathematics and science courses. Female enrollment in both upper level mathematics courses and in science courses, except in General Science and Physics, was either equal to or greater than male enrollment. In addition to choosing as many high level courses as their male classmates, young women in the sample tended to receive higher grades than their male counterparts. Brief case studies of the six schools surveyed and analyses of their data are also included. Appended are tables showing mathematics and science courses taken in high school by the class of 1985 and mathematics and science grades received by students at six Rhode Island high schools. (ML)