This article, (presented by the Board of Directors of the International Reading Association) discusses a position statement adopted in April 1979, which states, in part, that no single measure or method of assessment of minimum competencies should ever be the sole criterion for graduation or promotion of a student. (DD)

Many states have adopted minimal competency testing in reading or writing, assuming that goals of basic education are measurable and that testing for such goals is technologically feasible. It is not clear that such testing comes at a time in history when the quality of education is demonstrably lower than at other times in American education. The…

This article presents 11 concrete policy guidelines to help school districts avoid some of the most common problems associated with the implementation of minimal competency testing. (Author/SJL)

Lists 15 criteria for evaluating the procedures to be used in the assessment of student listening and speaking skills. Prefaces the list with statements concerning predictability and the relationships among the language arts. (RL)

Describes a successful after-school tutoring program that involves teachers, students, and parents, and has resulted in higher scores on both minimum-competency tests and achievement tests. Includes guidelines for starting such a program. (IRT)

One of the developers of Cabrillo Unified School District's Basic Proficiency Monitoring System outlines basic principles for designing and implementing such a system: believe in the process, concentrate on the fundamentals, keep it simple and inexpensive, and always follow up. (SJL)

Guidelines for setting performance standards for minimum competency testing are suggested. Because qualitative judgments are involved, certain options should be considered, such as periodic reviews and necessary revisions of standards; use of experience-based rather than arbitrary standards; and thorough consideration of standards, even if the…

Issues associated with minimum competency testing are discussed: the national, state, and local context for MCT program development; MCT's potential impact; the use and development of MCT programs; and reactions to the testing programs. Presently, the federal role is described as limited to providing information, research support, and technical…

The results of a survey of 14 Minnesota school districts on the participation of students with disabilities in the Basic Standards Exams are examined in this report. Findings indicate that all 14 districts had at least 50 percent of all eligible students with disabilities participate in the April 1996 testing cycle. Ten districts indicated they…

This report discusses the results of two surveys that investigated the participation of students with limited English proficiency (LEP) in Minnesota's Basic Requirements Exams. In the first survey, 13 school districts answered questions about the participation of students with LEP in Minnesota's Basic Standards Tests. Ten of the districts reported…

In eight chapters, this document offers guidelines for school administrators on evaluating schools and school programs, based on a poll of administrators and consultants. The introduction discusses the purpose of evaluation, especially school improvement, and presents a list of evaluation standards. Chapter 1 outlines steps in evaluation planning,…

To assist districts in analyzing and using the second set of results (the summary reports for class, school and district) from the New Jersey Minimum Basic Skills Tests, this guidelines booklet was developed. The booklet is divided into four main sections: (1) required interpretation of the summary reports; (2) interpretation checklist; (3)…