A model for educational supervisors which attempts to link management theory to learning is demonstrated. With teachers today having greater autonomy in selecting appropriate content and methods, supervisors should focus on two tasks: they should become more involved with teachers in selecting goals and become more adept in monitoring the development of pupils. Selected characteristics of pupils and classrooms, indicators of classroom environment, and measures of achievement and attitudes of over 1,100 students in grades nine and ten mathematics classes were collected. Results indicated some areas for supervisory action. Overall achievement of students was strongly related to student characteristics, indicating that schools do little to equalize the various advantages of children or to assist individuals to achieve a high level of competence. Second, classroom environments, as measured by Walberg's Learning Environment Inventory, were also directly related to achievement. If climate, influenced both by teachers and pupils, is related to achievement, teaching method, as identified in this study, is not. Attitudes of students toward mathematics was not related to any other variable selected for the study. There was evidence to suggest that such attitudinal goals were largely ignored by teachers of mathematics. (RC)