An overview is provided of the evaluation of the Lighthouse Project, an education enhancement project that began in one urban and two suburban districts. Its methodology was the context for showing how the focus on the results of a standardized achievement test in mathematics inhibited the implementation of mathematics reform in the elementary grades. It is evident that this teacher-driven innovation had a significant impact on teacher and student attitudes about mathematics and about technology as a tool for learning. Judgments based on the analysis of journal entries, surveys, interviews, observations, and California Achievement Test results support the following conclusions: (1) technology facilitates cooperative learning and individualized learning; (2) technology can be a catalyst for changing attitudes about mathematics and the teacher's role; (3) assessment of student learning should align with beliefs, curriculum, and instruction; and (4) accountability measures such as standardized tests should not be used to judge the impact of the program on student learning. Five appendixes, which contain seven figures, provide supplemental information about the evaluation and student achievement. (Contains 37 references.) (SLD)