The status of black and Hispanic students in Montgomery County public schools is substantially lower than white students in almost every major area, according to a report done by the county school administration.

The report, delivered as the school system began a major effort to improve minority achievement, documents that blacks and Hispanics score significantly lower on standardized tests; are over-represented in low-level courses and under-represented in advanced courses; are less likely to receive remedial help when they need it; are suspended more frequently and are less likely to go to college than white and Asian students.

Blacks and Hispanics, in one of the most significant findings of the report, are also far less likely than whites and Asians to be enrolled in a core of math courses required for college admission.

The 111-page report, which offers no recommendations, details some findings that have been released over the years, but represents the first time that so much information has been compiled and summarized in one place since Montgomery's schools were first desegregated 20 years ago.

The report is also one of the starkest portrayals to date of how black and Hispanic students have fared in a school district that is otherwise recognized as one of the more progressive in the country. In systematic fashion, it outlines the failure of the school system to respond to a massive increase in minority students over the past decade and a half.

Minority enrollment in Montgomery schools is now 27 percent. In 1968, it was 6 percent.

The report, prepared by the system's Department of Educational Accountability, was given to about 100 top administrators as they met this week for three days to begin work on a system-wide plan to improve black and Hispanic performance.

Superintendent Wilmer S. Cody, who orchestrated substantial improvements in black test scores when chief of schools in Birmingham, Ala., has been directed by the seven-member school board to come up with a plan that in five years should result in a substantially narrowing of the gap between black and Hispanic academic performance.

Among the report's findings:

* In 1980-81 classes for gifted and talented students, 28 percent of all Asians and 24 percent of all whites were enrolled. Only 12 percent of Hispanics and 11 percent of blacks were enrolled.

* Twenty-nine percent of all Hispanic and black ninth graders are enrolled in Math Grade 9, a remedial course, while only 14 percent of all whites and 9 percent of all Asians are. Students taking this math course find it almost impossible to complete math requirements needed for college admissions.

* Thirty-two percent of all black students needed remedial reading help, according to test results of the 1978-79 school year, but only 21 percent received it. Ten percent of all white students needed remedial reading help that year and 11 percent received it.