This report describes the Comprehensive Instructional Management System (CIMS), which includes a teacher-developed mathematics curriculum for kindergarten through grade seven, corresponding criterion-referenced tests, and a computerized test scoring and reporting management system. The evaluation focused on the five pilot districts in New York City that have implemented the project since 1983-84, including use in special education classes. The evaluation was based on in-depth interviews, questionnaires, test analyses, and student achievement data. Among the major findings were: (1) CIMS was associated with overall growth in mathematics achievement; (2) CIMS was generally successful in promoting district self-sufficiency in managing project objectives; (3) teachers made more extensive use of CIMS curriculum materials than in previous years; (4) more teachers used the CIMS tests and manuals, although special education teachers made less use of them. Recommendations were made to continue staff development and support, including increased use of computers. Tables are included, as well as appended cohort analyses for the five pilot districts. (MNS)