The early part of the 21st century sees the United States competing in an increasingly globalized, high-tech economy that highly prizes those individuals with quality mathematics and science educations, and bestows economic and other benefits on the nations and regions in which they live and work. Nations around the world--recognizing the importance of an educated workforce for their future development, prosperity and security--are producing a growing number of college graduates with mathematics and science degrees, challenging the United States' historic lead in these fields. Acknowledging the challenge that lies ahead, a number of groups have published reports in recent years proposing actions to address the unique--yet interrelated--demands that mathematics and science education place upon schools. Proposed actions commonly include boosting the number of U.S. students graduating with college degrees in mathematics and science. In order to accomplish this goal in the coming years, schools must address the needs of teachers and students now. So, which actions should policymakers implement first--those that seek to better prepare students, or those that prepare and recruit teachers? The answer: both. This report identifies the types of state policy activities most likely to positively impact teachers under the two categories: (1) Recruiting new science and mathematics teachers; and (2) Strengthening the skills of existing teachers. It identifies the types of state policy activities most likely to positively impact students under four categories: (1) Increasing the number of students who take AP (Advanced Placement) and IB (International Baccalaureate) science and mathematics courses; (2) Raising the minimum number of credits high school students need to complete in mathematics and science, and requiring students complete specific mathematics and science courses most likely to prepare them for postsecondary coursework; (3) Reducing the need for remediation at the postsecondary level; and (4) Establishing programs aimed at improving achievement by low-income and minority students. (Contains 2 tables and 31 endnotes.)