This study examined the relationship between levels of implementation of the National Council of Teachers of Mathematics' Curriculum and Evaluation Standards and 5th Grade Louisiana Educational Assessment Program Math Scores with the effects of race of students accounted for. Secondary areas of interest were the relationship between LEAP mathematics scores with the effects of race of students accounted for and the teacher characteristics of years experience and educational attainment and of the relationship between level of implementation of the Standards and teacher characteristics. The population, from which a sample size of 250 was randomly drawn, was comprised of 1994-95 Louisiana public school teachers who taught in a regular 5th grade or departmentalized math class. Survey research was used to place the responding teachers at one of the five levels of implementation. Hierarchical Multiple Regression was used to analyze the question of primary interest. Race of the students was found to have accounted for nearly 9% of the variance in LEAP mathematics scores. This figure was statistically significant. The independent variable Level of Implementation of the Standards produced ambiguous results. Students of Level 1 (non-implementers) teachers were found to have statistically significantly higher LEAP scores than did students of Level 2 teachers. The Level 1 students had scores which were non-statistically significantly higher than did those of Level 3 and 5. Students of Level 4 teachers had scores which were significantly higher than those students whose teachers were at Level 2 and 5. No significant relationship was found to exist between student LEAP mathematics scores and teacher characteristics of years experience and educational attainment nor between levels of implementation of the Standards and the same two teacher characteristics. Despite these findings, in light of the amount of research pointing to their value, implementation of Standards is still highly recommended.