As part of a larger study exploring the degree to which the general outcome measurement paradigm might be extended to address assessment issues in secondary mathematics, this study involved determining the degree to which simple performance measures would serve as indicators of general proficiency in mathematics and success in achieving the goals outlined by the National Council of Teachers of Mathematics (NCTM). These goals state that students should: (1) learn to value mathematics; (2) become confident in their ability to do mathematics; (3) become mathematical problem solvers; (4) learn to communicate mathematically; and (5) learn to reason mathematically. Participants were 100 urban middle school students. Four general outcome measures were used, including a basic mathematics operations task, a basic estimation task, modified estimation tasks, and teacher ratings. Results of the analyses support the conclusion that low to moderate relations exist between students' scores on the general outcome measures and their success in achieving the NCTM goals. The strongest relations exist between performance on the basic facts and estimation tasks and the teacher's perceptions of their proficiency and problem-solving status. General outcome measures like the ones studied are sufficiently related to teachers' judgments of student status in mathematics that they could use to monitor progress toward the NCTM goals. Although the general outcome measures do not meet all the criteria for new assessment tools proposed by the NCTM, the tasks explored in this study allow for more frequent and repeated administration. (Contains 8 tables and 54 references.) (SLD)