Bob Algozzine et al. studied Florida's minimum competency testing as a requirement for high school graduation and wrote a report titled "Analysis of Basic Skill Competencies of Learning Disabled Adolescents," from which this one-page summary was prepared. The study sample included 938 regular class students and 1,098 learning-disabled students, all in 10th grade. Their performance scores on item clusters on the State Student Assessment Test II were analyzed and compared, and results showed that learning-disabled students demonstrated competence on fewer communications and mathematics skills than their regular class peers. In addition, an employer survey was administered to 279 corporation personnel managers. Ninety-two percent of employers indicated that reading, writing, and solving number problems, in that order, were important in the jobs available for high-school graduates. The study's teaching implications support continued reliance on basic skill instruction and development of instructional goals for more complex skills deemed useful by employers. For policymakers, continued emphasis on programming to narrow the gap between the demonstrated skills of learning-disabled students and their regular class peers is recommended. (JDD)