Hawaiian and part-Hawaiian children in kindergarten through grade 3 were administered the Metropolitan Mathematics Instructional Test to determine their achievement level in mathematics and areas of particular strength and weakness. Only the first grade exceeded the national norms. However, the kindergarten had covered only 21% of the test topics, while the other grades had covered between 54% and 65%. For all classes, computation and geometry/measurement were the areas of greatest strength, while the concept parts of the test were the most difficult. Boys and girls had equal levels of achievement, except that boys did better on word problems in grades 1 through 3. Lower-income children had lower achievement in general, but the gap narrowed in the higher grades; the lower-income groups had superior problem-solving skills in grades 2 and 3. Reading and mathematics achievement were highly correlated, with reading most highly correlated to the non-computation parts of the test. An item analysis indicated that the children had computation, time, and money skills that exceeded their classroom instruction. (MNS)