This report was compiled to serve as a reference on assessments of achievement in pre-college mathematics. Patterns of mathematical assessments are discussed in terms of the history and nature of assessments of achievement, the relationship between assessment and minimum competency testing, and the current status of state assessment programs. Trends in mathematics achievement are examined by presentation of portions of reports of the National Assessment of Educational Progress and the California Assessment, grades six and twelve. Conclusions drawn from examination of these assessment data include: (1) Although schools have been successful in teaching whole number computation, they have been only moderately successful with decimals and even less successful in teaching computation with fractions; (2) Students who know "how" to compute frequently do not know "when" or "where" to compute; (3) Schools must broaden their veiw of basic arithmetic if they expect students to use what they are taught. An extensive list of references is included. (MK) Aspect of National Assessment (NAEP) dealt with in this document: Results (Utilization).