The early intellectual development in mathematics and science for boys and girls, as determined by test scores, is discussed in this conference presentation. Factors that might account for differences between female and male students' performance, such as course experiences, are explored. The problem of female students often being shortchanged in their science and mathematics experiences and not being expected to do well is cited. Programs are described which convey the value and utility of mathematics and which encourage young women to take high school mathematics courses as pre-requisites for later college courses. Also examined are: sex differences in self-reporting of high school studies and intended areas of college study, special problems of minority women, and reasons in attrition of women in science/mathematics fields during their college years. A plan is presented for improving the quality of education provided to all students, from kindergarten to graduate level. Reactions of Carolyn Callahan and Nicholas Colangelo are appended. (JDD)