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This study examined trends in student achievement on the American College Testing Program (ACT) Mathematics and Science Reasoning tests, as well as trends in percentages of students taking a core curriculum and expressing an intent to major in a mathematics- or science-related field. The data on which analyses were conducted consisted of all valid records for U.S. public high school students who graduated in the years 1995 through 2000. Statistics used in the analyses of trends were descriptive in nature and included means, standard deviations, percentages, and effect sizes. Findings indicate little consistent change in student achievement on ACT Mathematics and Science Reasoning tests for U.S. students graduating from high school in years 1995 through 2000. However, there was a slight increase in the percentage of students taking a core curriculum, as well as in the percentage of students intending to major in a mathematics- or science-related field. Students taking a core curriculum outperformed non-core curriculum students on average, as did intended mathematics- o