An evaluation of the community school mathematics program at five sites involved developing trial instructional materials, inservice training, and careful monitoring of implementation over six weeks. English and mathematics achievement instruments and cognitive development measures were administered to 201 pupils in grades two, four and six. Mathematics and language achievement varied significantly between sites. Students at all grades exhibited poor application problem solving skills, but computation, measurement and mathematical language abilities were superior to previously reported results. Mathematics achievement correlated highly with English reading and conservation and classification competence. Correlation between mathematics achievement and memory measures decreased from grades two to six, while correlations with measures of language and cognitive development tended to increase. Among the conclusions, a view is expressed that a locally developed textbook with an appropriate language load would enhance mathematics learning, particularly in remote rural areas where current teaching conditions and lack of materials interact with poor English skills to create an imbalance in achievement. (MP)