While increased academic requirements for high school graduation have long been advocated, current research shows a mixed record in mathematics and science achievement among American middle and high school students relative to some of their international peers. In response to these concerns and other calls for reform, states have increased the number of courses required for a high school diploma. Research using high school transcripts collected by the National Center for Education Statistics (NCES) indicates that states have been successful in encouraging students to take more courses in science and mathematics before graduation; however, important questions remain about trends in mathematics and science coursetaking. Are more students taking higher level courses in mathematics and science, in addition to increasing the number of courses taken? Have upward trends in coursetaking been sustained in recent years? And have disparities among student subgroups in coursetaking experiences