Abstract
This study set out to validate the intention and content of the numeracy tests used in the Australian Studies in School Performance against concepts of numeracy held by significant but diverse community groups. Individuals randomly selected from each group were asked to rate the importance for everyday life of the tasks tested and items used in the tests. In general differences between the groups were very small and not statistically significant. This and other evidence suggests that, at least in relation to a basic level of numeracy, the often-postulated conflict over differences in goals or objectives held by educational and other community groups does not exist. However, the regular obtaining of systematic and more widely representative information on community expectations of schooling is recommended.