This report contains information gathered in the second of a series from the National Center for Research in Mathematical Sciences Education regarding effects of mandated testing. The purpose of the study was to determine for each state: (1) whether mathematics testing was mandated at the state level; (2) the processes of test selection or development, administration, and reporting of results; (3) the role of teachers, state mathematics consultants, and state mathematics teacher organizations in the above processes; (4) names and characteristics of the tests used; (5) how test results are used by the states; and (6) how test results are reported to teachers. The main body of the document comprises page-long summaries of questionnaire responses for each state, including a table of test name by grade level. The prototypical testing model: (1) employed one test for all students at each of three or four grade levels; (2) used a multiple-choice format; (3) was developed by or in conjunction with a commercial publisher; (4) was a test of basic skills; (5) was used to inform the public and the legislature and compare students with national norms; and (6) provided teachers with information on individual students and on the school, district, or state on the objectives tested. There has been a general increase in state mandated testing (from 1984 to 1989) and state-mandated (versus district-mandated) testing has an influence on teachers. (RC)