Reports on Matthew Arnold's attack on nineteenth century England's proposed proficiency testing program. Discusses the lessons to be learned today from Arnold's objections to proficiency testing. (RL)

An historical and philosophical perspective on the setting of standards for criterion-referenced testing is presented. The author suggests that performance standards are more symbolic than substantive. (JKS)

The author examines previous efforts to establish certifying examinations for high school students and their effects on curriculum and students, particularly minorities. Also, to introduce readers to the rest of this theme issue on testing, he briefly discusses test validity, cutoff scores, and effects on teachers. (SJL)