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Many reports have pointed to the need to improve the quality of mathematics and science teaching in schools in the United States and to alleviate the shortage of qualified teachers. A policy focus on the teaching force is reinforced by the fact that the ability of the United States to compete in an increasingly technological world economy depends in part on the product4on of a larger, better, trained scientific workforce, while further educational improvement depends largely on improving the caliber of the teaching force. However, development of appropriate policies for effecting the required changes has been hindered by the lack of data and analyses on the nation's teacher workforce. Without a clear understanding of the scope and qualifications of that workforce, targeted policies are difficult to design and implement. This document reviews the available data on teacher supply, demand, and qualifications, examining both what they reveal about the nature of the mathematics and science teaching force, and how existing data on teacher supply and demand may be better utilized. A list of 70 references is included. (CW) Reproductions supplied by EDRS are the best that can be made from the original document. *****************r***************************x*************1*********** o