With this volume, the Council of Chief State School Officers introduces a new 2-year format for state education indicators. The first section of this report is an analysis of state-level data related to the first-ever state-by-state achievement results from the 1990 mathematics assessment of the National Assessment of Educational Progress (NAEP). The analysis includes background characteristics, program inputs and policies, and educational outcomes. The second section of the report provides profiles of each state on a number of available indicators. Several states are still presenting a mathematics curriculum that heavily emphasizes numbers, operations, and measurement over concepts in geometry and algebra functions. The analysis also makes it apparent that states differ widely in the proportion of teachers who are certified in middle school or secondary school mathematics, and that these teachers vary widely in their college preparation. Findings also indicate that use of calculators does not deter students' mathematical thinking and that grouping students for instruction does not significantly affect mathematics proficiency. A final finding is that the availability of instructional materials and resources is related to mathematics proficiency. Eleven figures and 10 tables in an appendix present study findings. State profiles are included. (Contains 17 references.) (SLD)