Awareness of the need for essential reforms within mathematics education evolved fundamentally as the consequence of several national reports, culminating in the documentation of this need with "Everybody Counts" in January 1989. The publication of "Curriculum and Evaluation Standards for School Mathematics" by the National Council of Teachers of Mathematics (NCTM) in March 1989 provided the direction for reform and established the vision of what mathematics education should encompass during the 1990s. This Model Learner Outcome document of the Minnesota Department of Education manifests that vision and is intended to assist schools in reviewing and updating their mathematics curriculum to reflect the expanding role of mathematics in everyday life. The document includes: (1) an enumeration of the educational values, the educational philosophy, and the tenets basic to the mission for public education of the Minnesota State Board of Education; (2) an historical perspective concerning the goals of mathematics education with emphasis on the components for reform and program-level learner outcomes; (3) an outline of essential concept-level learner outcomes that represents a common set of goals for full citizenship; (4) a structure of learner outcomes within the framework of the NCTM Standards arranged by the grade levels K-4, 5-8, and 9-12 for the development of a clear direction for the school mathematics curriculum as well as ideas on context and delivery within that curriculum; and (5) appendices including the components of mathematics education reform including the role of technology, the need for adequate teacher preparation, the quest for higher order thinking skills, and the levels and styles of individual cognitive development; a position report; an executive summary; mathematics contacts; and charts. (JJK)