The Board of Regents of South Dakota's public colleges and universities decided in 1984 to implement a Value-Added Testing program (an exit test required for graduation) modelled on the Northeast Missouri State University plan. The plan was intended to increase student learning, improve curricular design, and encourage excellent teaching. Value-Added Testing, in practice, is a set of tests and retests administered to determine what the students have learned. The items they have picked up is the value students have gained from their education. Despite protests, the Regents insisted on using what they thought were nationally normed tests instead of tests created by the individual institutions. They also charged students for taking the tests and demanded a list of the students who did not take the tests. Baccalaureate degrees were withheld from those who did not take the exit tests. Several questions arose concerning the use of the two components of the Value-Added Testing program, the National Teacher Examination and the Graduate Record Examination, as the only tests of a curriculum: (1) Can a curriculum designed for a particular institution be tested against national norms? (2) Are multiple choice examinations effective tests? and (3) Should naturally normed tests be used to define a rapidly changing curriculum? (SRT)