This bulletin reports some of the findings from an analysis of assessments in mathematics that have been conducted in 32 states. Note is made of the variability in state reports, which make data comparisons implausible. Trends, however, could be observed. Each state department was contacted for a copy of the most recent mathematics assessment results; reports from years ranging from 1955 to 1984 were received from 32 states. The overall trend of increased achievement is first noted. Then achievement patterns are presented, with graphs for addition, subtraction, multiplication, and division with whole numbers; fractions; decimals; numeration; measurement; geometry; and problem solving. (MNS)