Often referred to as "The Nation's Report Card," the mathematics assessments of the National Assessment of Educational Progress (NAEP) have come to be regarded by many policymakers as the primary yardstick by which to judge our schools' success in meeting national expectations. This monograph reports and interprets trends in NAEP mathematics data collected between 1990 and 2000. Following a preface, this book is divided into four sections. Section 1, Background and Perspectives, includes: (1) Interpreting the 2000 NAEP Mathematics Data: Issues and Monograph Overview (Peter Kloosterman); (2) A Brief History of the NCTM NAEP Interpretive Reports Projects (Patricia Ann Kenney); and (3) Using the NAEP Online Tools (Peter Kloosterman, Paul Kehle, and Yusuf Koc). Section 2, Students' Knowledge about Mathematics, contains: (4) Fourth-Grade Students' Knowledge of Mathematics and Perceptions of Learning Mathematics (Peter Kloosterman, Janet Warfield, Diana Wearne, Yusuf Koc, W. Gary Martin, and Marilyn Strutchens); (5) What Do 8th-Grade Students Know about Mathematics? Changes over a Decade (Judith T. Sowder, Diana Wearne, W. Gary Martin, and Marilyn Strutchens); (6) What Do 12th-Grade Students Know about Mathematics? (Paul Kehle, Diana Wearne, W. Gary Martin, Marilyn E. Strutchens, and Janet Warfield); (7) Long-Term NAEP: Mathematics Learning over Three Decades (Enrique Galindo, Kelly McCormick, Doris Mohr, and Richard Caulfield); and (8) State NAEP and Mathematics Achievement (Norman L. Webb and Janet H. Kane). Section 3, Special Topics, continues with: (9) The Preparation and Teaching Practices of United States Mathematics Teachers: Grades 4 and 8 ( Douglas A. Grouws, Margaret Schwan Smith, and Paola Sztajn); (10) NAEP Findings Regarding Race and Ethnicity: Students' Performance, School Experiences, Attitudes and Beliefs, and Family Influences (Marilyn E. Strutchens, Sarah Theule Lubienski, Rebecca McGraw, and Sarah K. Westbrook); (11) NAEP Findings Regarding Gender: Mathematics Achievement, Student Affect, and Learning Practices (Sarah Theule Lubienski, Rebecca McGraw, and Marilyn E. Strutchens); (12) Students' Ability to Construct Responses (1992-2000): Findings from Short and Extended Constructed-Response Items (Fran Arbaugh, Catherine Brown, Kathleen Lynch, and Rebecca McGraw); (13) Beyond Reading Graphs: Student Reasoning with Data (Beatriz S. D'Ambrosio, Signe Kastberg, George McDermott, and Nivan Saada); (14) NAEP, TIMMS, and PISA: What Can We Learn? (Paola Sztajn, Holly G. Anthony, Jeong-lim Chae, Ayhan Kursat Erbas, Dennis Hembree, Jongsuk Keum, Jacob T. Klerlein, and Zelha Tunc-Pekkan); and (15) NAEP and State Accountability Measures (W. Gary Martin and Joy W. Black). Section 4, Appendixes, contains: (1) Released Item Codes; and (2) NAEP-Related Publications: 1990-2000 Mathematics Assessments.