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In 1989, the UK National Curriculum in Mathematics (Department of Education and Science, 1989) was introduced and the philosophy that statistics is a subject for all gained ground. Within the UK National curriculum, statistics (or "handling data" as it is known) now features throughout the years of compulsory education, i.e. it applies to all students between the ages of 5 and 16. For the purposes of this paper, "statistics" may be considered to be synonymous with "all the activities which pertain to data analysis", in which the role of uncertainty, or "probability", would be considered to be necessary for a full understanding of data analysis. At the 1988 ISI Round-table Conference Training teachers to teach statistics (Hawkins, 1990), the delegates concluded that there was a shortage of trained teaching personnel, both in the UK and throughout the world. Therefore, before addressing the question, "Who should teach statistics?" the 1992 Round-table delegates might have to consider the question, "Who is equipped to teach statistics?" When we attempt to answer this question, it may well be that views will emerge about the sort of person who would be most appropriately qualified (with a small "q") to teach statistics. However, if it were to be shown, for example, that only certain teachers have received any training at all in statistics, then, at least until this balance is redressed, these are presumably the teachers who "should" teach statistics.

The French mathematical community is now convinced that the teaching of mathematics needs a new balance. It is generally agreed that its links to society's needs should be perceived differently, and that the computer can greatly assist in the making of necessary changes. Mathematics educators are conscious that a new challenge has to be faced because of the increasing number of pupils for whom they must cater. In spite of some delay in action that may be attributed to some traditionalist and conservative groups, the new syllabus positively reflects this evolution in approaches to the teaching of mathematics in France.

This is the final report of "A Program to Improve Quantitative Literacy in the Schools," a three-year project of the American Statistical Association (ASA) with assistance from NCTM completed the final year of development on September 30, 1987. This Final Project Report is submitted in compliance with regulations issued by the National Science Foundation. The purpose of this Final Project Report is to provide educators and other interested readers with a technical summary of the activities and to document the performance of the Quantitative Literacy (QL) Project. The report includes an Introduction, an Executive Summary, four main Sections, and an Appendix. The first section lists publications that address the activities of the project and provides impressions and points of view from numerous writers. The next section presents a list of individuals who assisted with the project. This list includes co-investigators, evaluators, programmers, and others associated with Quantitative Literacy. The third and most extensive section provides a technical description of the project and the project results. The final section contains materials produced by the project, some that were specifically required in the award document and others that were developed because they were considered to be useful to the project. The section is composed of reports, summaries, statements, forms, guidelines, and diagrams and charts regarding the activities of the project.

This project combines a large-scale implementation plan with a plan for research and evaluation in statistics education to address teacher education needs in statistics for elementary teachers. The overall goal is: To develop and implement a comprehensive program to teach and to research the teaching and learning of statistics in the elementary grades (1 - 6) throughout the state of North Carolina. This includes: (a) Developing a statistics professional development curriculum designed for inservice education of elementary teachers. (b) Assisting elementary teachers in using statistics and data analysis as an organizing framework for the elementary mathematics curriculum and as a tool for integrating mathematics with other disciplines, particularly science and social studies. (3) Involving University and College faculty participating in TEACH-STAT as a Community of Research Practitioners (CORP) in school-based program evaluation and research.