Reports the work of the statistics working group established by NCRMSE to begin an interdisciplinary dialoge to clarify what statistics instruction & assessment means for pre-college-level grades.

Contents: Preface. S.P. Lajoie, T.A. Romberg, Identifying an Agenda for Statistics Instruction and Assessment in Grades K-12. Part I: Statistical Content.R.L. Scheaffer, A.E. Watkins, J.M. Landwehr, What Every High School Graduate Should Know About Statistics. G. Burrill, T. Romberg, Statistics and Probability for the Middle Grades: Examples From Mathematics in Context. Part II: Teaching Statistics.G.W. Bright, S.N. Friel, Graphical Representations: Helping Students Interpret Data. S.N. Friel, G.W. Bright, Teach-Stat: A Model for Professional Development in Data Analysis and Statistics for Teachers K-6. Part III: Learning Statistics.J. Horvath, R. Lehrer, A Model-Based Perspective on the Development of Children's Understanding of Chance and Uncertainty. K.E. Metz, Emergent Ideas of Chance and Probability in Primary Grade Children. S.J. Derry, J. Levin, H. Osana, M. Jones, Statistical Gaming. Part IV: Assessing Statistics.S.P. Lajoie, N. Lavigne, S. Munsie, T. Wilkie, Monitoring Student Progress in Statistics. D.L. Schwartz, S.R. Goldman, N.J. Vye, B.J. Barron, the Cognition and Technology Group at Vanderbilt, Using Anchored Instruction to Align Everyday and Mathematical Reasoning: The Case of Sampling Assumptions. I. Gal, Assessing Statistical Knowledge as It Relates to Students' Interpretations of Data. Part V: Epilogue.S.P. Lajoie, Reflections on a Statistics Agenda for K-12.