This paper evaluates the mathematics program of the Des Moines (Iowa) Independent Community School district. The mathematics curricula in the Des Moines schools is in a state of transition to meet national standards in mathematics. The national standards are completely in agreement with the district's mission statement, which is to provide a quality educational program to a diverse community of students where all are expected to learn. The mathematics program mission statement promotes an expanded vision of mathematics. The program is assessed by evaluating its educational components: (1) context (societal beliefs, standards, history, current program description, and past needs identified in mathematics); (2) input (budget and revenue, instructional materials, student time allotments, and human resource costs); (3) process (current year goals in math, staff development, instructional methods, management systems, computer-aided instruction, alternative assessment, and course revisions); and (4) product (strengths and deficiencies, standardized test results, district criterion referenced tests, grade marks, awards, cost-benefit analysis, and curriculum management audit). A section on future planning describes plans for the Mathematics Department. Plans addressed include math background of middle school math teachers, achievement of females and minorities, high school math course revisions, and technology. (PVD)