To comply with the Oklahoma legislative intent, a statewide random sample of students in grades 3, 6, 9, and 12 were tested in mathematics and reading. Students in grades 3, 6, and 9 were administered the California Achievement Tests (CAT), reading and mathematics subtests. It was concluded that: more students scored above, rather than below, their grade levels; third graders performed better in reading than in mathematics; there was a wider range of achievement in both areas in grades 6 and 9; Oklahoma students were achieving as well or better than the national norm; there was a relatively low percent of right responses in division in grade 3; and there was a high percentage of ninth graders scoring above the 12.2 grade level in reading and mathematics. Two unnormed minimum competency tests were administered to twelfth grade students: Senior High Assessment of Reading Performance (SHARP) and Test of Performance in Computational Skills (TOPICS). It was concluded that: 90 percent achieved mastery on SHARP; 75 percent achieved mastery on TOPICS; on SHARP, critical comprehension was the poorest skill area; and on TOPICS, scores were higher in basic operations, than on multiple operations, ratios, proportions, bar graphs, and scale conversions. (Results are presented in graphs). (MH)