This issue of the Comparative Education Review focuses on analysis of data gathered by 19 countries participating in a six-subject survey conducted by the International Association for the Evaluation of Educational Achievement (IEA). The purpose of this and earlier IEA research (a pilot study and a mathematics study undertaken on the basis of the pilot study experience) is to provide information that might point out to administrators improvement of the national educative process. An introductory article describes the target populations, sampling, instrument construction, and analysis procedures of the first round of the six-subject survey covering science, reading comprehension, and literature. Questions prepared by the 19 nations pertaining to current national problems are also given. Reports from Australia Belgium, England, Finland, France, Hungary, India, Israel, Japan, The Netherlands, Scotland, Sweden, and the U.S.A. present national perspectives on education problems and IEA data. A final article contains secondary analysis of IEA mathematics data indicating the possibilities of this analysis on science, reading comprehension, and literature data. (JH)