A solid background in math, science, and technology is vital to competing in today's workforce, as well as necessary to understanding the world in which we live. Mastery of technology is now necessary even in traditionally vocational careers, as some of today's automobiles have more computing power than a personal computer. New York City private sector job growth has been concentrated in areas which require a foundation in math, science, and technology. This report looks at recent steps taken, as well as the many barriers which remain, to making New York City high school graduates genuinely competitive in science, math and technology. These steps began under then Chancellor Cortines in 1994 with the introduction of the Citywide Math and Science Initiative, which required all entering high school students to take 3 years of Regents-level math and laboratory science. Chancellor Crew has continued this initiative, adding greatly needed standards and resources for technology to the schools. We are far from achieving the primary goal established by the Citywide Math and Science Initiative--namely, that all students develop math and science skills at the Regents level. In addition to documenting barriers to the Initiative's complete and successful implementation, this study makes recommendations which constitute an agenda for what must be done in the coming years. The methodology utilized combined field interviews and observations with a review of relevant test scores, budget and policy data produced by the New York City Board of Education and the New York State Department of Education. Field work included staff interviews and inspections of science laboratories at 19 high schools chosen to represent all five boroughs and the range of academic performance. (ASK)