This historical study presents evidence on the status of pre-college mathematics education from 1955 through 1975, based on a review, analysis, and synthesis of the literature. It identifies practices and trends in curriculum, instruction, teacher education, learner performance, and needs assessments during the two-decade period. A systematic search of the literature was conducted using such sources as the ERIC data base, "Dissertation Abstracts International,""Education Index," state educational archives, reports from governmental and institutional studies, journals, monographs, yearbooks, and other available, influential documents. Documents were selected in terms of: (1) evidence of significance, (2) validity and generalizability of conclusions from data, and (3) perception of the quality of the work. Sections of the report correspond to three major themes: (1) existing practices in schools--organization, content and courses, what goes on in classrooms, achievement evaluation, student characteristics, instructional materials, and costs; (2) existing practices in teacher education--teacher characteristics and competence, pre- and in-service education; and (3) assessments efforts--national and state needs and progress assessments. Summaries highlight major conclusions, while a concluding section attempts to integrate major findings and to anticipate trends for the immediate future. (MS)