Designed for college-bound students, their parents, and high school teachers, counselors, and administrators in California, this statement sets forth recommendations concerning the skills, attitudes, and qualities that should be imparted by high school science programs and the curriculum and courses to impart them. Prefactory material provides background to the project and a summary of its major recommendations, including that: (1) college, university, and secondary school science teachers work together closely to review the content of the high school science curriculum; (2) college-bound high school students take 1 year each of biology, chemistry, and physics; (3) the content of the courses be at an accessible and masterable level; (4) a laboratory component in which students carry out projects and experiments be an integral part of these courses; and (5) the California State University and Colleges and the University of California implement an admission requirement of 3 years of science. Part I provides quotes reflecting the debate over the state of science education. Part II presents recommendations concerning the intellectual attitudes, skills, and qualities that contribute to success in college curricula; secondary school science curriculum requirements; and admissions requirements to baccalaureate programs. Section III focuses on the recommended core biology, chemistry, and physics courses, specifying content and providing sample questions, problems, and laboratory exercises. (LAL)