This article is the second of two articles reporting on the seventh-grade and eleventh-grade results of the fourth mathematics assessment of the National Assessment of Educational Progress (NAEP) administered in 1986. The first article (Brown et al. 1988) presented the background, methodology, and the results of students' performance on discrete mathematics, data organization and interpretation, number and operations, and measurement. This article reports students' performance on variables and relations, geometry, fundamental methods of mathematics, and attitudes. An analysis of eleventh-grade students' performance by mathematics course background was possible, and these data will be reported here where appropriate.