This report documents and evaluates the activities of the Urban Mathematics Collaborative (UMC) project during the 1987-88 school year. UMC seeks to improve mathematics education in inner-city schools and identify new models for the professional development of mathematics teachers by supporting collaboration among mathematics teachers and mathematicians from institutions of higher learning and industry. Teachers are encouraged to identify with and participate in a broad-based local mathematics community. The project is currently operating in 11 cities across the country. A variety of qualitative and quantitative methods were used to evaluate the project. The following summary findings are presented: (1) the project has been successful in drawing teachers into more active participation in professional activities and events; (2) participants report increased collegial support among teachers; (3) participants are more willing to avail themselves of opportunities for professional enrichment and are more open to new ideas and approaches; (4) participants are taking the initiative in introducing and implementing new ideas in their schools; (5) the project's impact on the relationships between teachers and mathematicians in business and higher education is difficult to assess; and (6) the project has improved the relationship between teachers and supervisors. Descriptions of the 11 UMC collaboratives are included. A list of 10 references and summary reports from the 11 collaboratives are appended. (FMW)