The mathematics program of the Albuquerque (New Mexico) Public Schools (APS) was evaluated during the 1985-86 school year. Data were collected via surveys, interviews, analyses of student achievement data, and reviews of publications. The subjects were 506 teachers, 90 counselors, 1,502 students, 100 principals, and 965 parents. Evaluation questions focused on goals, content, teaching strategies/materials, and effectiveness. Teaching basic math knowledge, thinking, and problem solving; preparing students for further education and jobs; and enabling students to use math in daily life were all considered to be very important by the subjects. Also important was encouraging students to enjoy math for its own sake or in their leisure time. Specific concerns were: (1) curriculum modification; (2) needs of special groups of students; (3) more mathematics for those not bound for college; (4) incorporation of consumer mathematics into preparation of college-bound students; (5) excellence of textbooks; and (6) time spent in instruction at the elementary level. School personnel and parents rated the program as somewhat effective in all of its goals. Student achievement results showed above average performance with steady growth, although some algebra scores were below the national average. Students were fairly positive and confident about their abilities, with elementary students the most and high school students the least positive. Nine data tables and six graphs are provided. (SLD)