Stresses the need for examining the minimum competency testing movement in terms of: (1) the relationship between the goals of the curriculum and the content of such tests; (2) the concept of remediation; (3) the issue of discrimination; (4) open v secure (secret) testing: (5) the impact of standardized testing practices on early education. (GC)

Asserts that school systems will have to convert from their traditional methods of organizing and operating if competencies beyond the basic skills are to be taught. (Author/IRT)

Discusses practical strategies reading teachers may employ in dealing with state-mandated minimal reading requirements. Includes cautions and suggestions for dealing with test limitations. (TJ)

Increasingly frequent journalistic accounts report that schools are responding to No Child Left Behind (NCLB) by engaging in what has come to be known as "educational triage." Although these accounts rely almost entirely on anecdotal evidence, the prospect is of real concern. The NCLB accountability system divides schools into those in…

Psychometric issues arising from the use of minimum competency tests in local option states were examined in seven school districts. The effect of variability in reliability and difficulty level of subtests on the accuracy of decisions based on such tests is questioned, particularly as they affect mildly handicapped and marginal students.…

The author updates information on teacher competency testing and discusses issues that should be considered by states planning the development and implementation of competency testing programs. Recommendations are made. (MT)

Discusses the arguments for and against minimum competency testing, noting that the same issues are used to support both positions. (FL)

Minimum competency testing in Louisiana emphasizes individual needs (as delineated in the indiviualized education program) regardless of special education classification. Nine format/procedural modifications are allowed on the Basic Skills Test, including braille editions and extended time. Test administration and score reporting may also be…

The author addresses the concern that many learning handicapped students are being denied diplomas because of minimum competency testing (MCT). The beginnings of the MCT trend are traced, faults with MCT are pointed out, and legal aspects of MCT are considered. (SW)

Presents a variety of issues and opinions related to competency testing in industry and business. Calls on professional, public, and legislative groups to act to influence public policy on the use of tests. (HLM)

The state laws currently being passed to promote competency-based education and testing are so lacking in detail and so unrealistic in their expectations that they will do little to restore public confidence in education and may even have a disruptive influence. (SJL)

The article addresses issues in minimal competency testing for physically handicapped and learning disabled students. Adapting the competency test to the needs of the handicapped students, relating minimal standards to the individualized education program (IEP), and adopting different criteria for graduation are three options considered. (CL)

Expresses the serious problems inherent in minimum competency testing, particularly as it is used in assessing student writing ability. (RL)

The problems inherent to standardized minimum competency testing are discussed. (HTH)

Contends that New Jersey's Minimum Basic Skills (MBS) tests in reading and mathematics waste time and money and should not be used by the state as the criteria to measure school and district performance. Low scores are the result of social conditions schools cannot correct by themselves. (Author/MLF)