This appendix of state-by-state results is designed as a companion reference to two National Assessment of Educational Progress (NAEP) reports containing national data from the 1992 mathematics assessment. It contains a selected set of state-by-state data tables that focus on the school and classroom contexts for learning mathematics in grades 4 and 8. Data tables are presented in the following sections: (1) Demographic Characteristics of Schools; (2) School Problems and Climate; (3) Students' Home Background; (4) Curricular Emphasis and Coursework in Mathematics; (5) Mathematics Teachers and Their Classes; (6) Classroom Instructional Approaches; (7) Calculators and Computers; and (8) Students' Perceptions of Mathematics. Some findings include: (1) the percentage of students reporting no absences during the month prior to the assessment increased and the percentage reporting 3 days or more absent, decrease in six states: Indiana, Iowa, Maryland, Minnesota, North Carolina, and Wisconsin; (2) in 10 states, there was a significant increase in the percentage of students who reported reading more than 10 pages daily, and in no state was there a decrease in this amount of daily reading for school; and (3) the overall trends in homework assigned at grade 8 showed a general shift from 15 to 30 minutes of homework typically assigned each day. (JRH)