This document reports the results of The Oregon Mathematics Teachers of Middle School (TOMTOMS) project focused on improving the curriculum and the teaching of mathematics in middle school in support of recent calls for mathematics education reform. Twenty seventh-grade teachers, representing the geographic regions in Oregon, were chosen from a statewide pool of applicants to participate in the TOMTOMS project. The TOMTOMS program, divided over two summers, consisted of course work designed to increase the teachers' knowledge and skills in mathematics, curriculum design, curriculum implementation, leadership skills, teaching methods, and alternative assessment strategies. Following participation, data was collected on student achievement, students' beliefs and attitudes, teacher demographics, availability of curriculum materials, and teacher implementation of the curriculum reforms via a coded planning schedule called "the calendar." Seventeen of the 21 teachers who completed the project and used TOMTOMS teaching materials and their 289 students were subsequently compared to a control group of 13 seventh-grade teachers who used traditional text materials and their 200 students on students' achievement, as well as their beliefs and attitudes. Correlations of TOMTOMS teachers' use of new activities and teacher questionnaire responses with residual gains in students' achievement and students' attitudes and beliefs were also presented and discussed. Achievement test results analyzed using ANCOVA with the pretest as the covariate revealed no differences. MANCOVA analysis compared TOMTOMS class attitudes/beliefs with those of the control classes, using the fall scores as the covariate, and revealed no significant differences. Appendix titles include: (1) Symposium Agenda; (2) Student Achievement Test; (3) Student Questionnaire; (4) Teacher Instructions and Teacher Calendar; and (5) Teacher Questionnaire. (30 references) (MDH)