Describes the environments existing in Southwestern schools having a majority of Native American students. Concludes that the schools have a potential to promote Native American participation in science and mathematics, but they have high teacher turnover and limited amounts of professional contact and communication. (YP)

Investigates superintendents' needs in mathematics and science instruction. Used was a Likert-type questionnaire covering teacher quality, teacher supply, minority access, materials and equipment, and curriculum for non-academic students. A follow-up telephone survey examined the types of materials and equipment most needed. (YP)