Indicates that the movement toward minimal competency testing is widespread and growing but that its educational and social implications have yet to be evaluated. (TJ)

Offers arguments opposing the minimal competency testing movement. (MKM)

A number of important issues must be addressed during the process of graduation competency identification. Each school system must determine what it means by the term competency before identifying a set of graduation requirements. Graduation competencies may emphasize school subject skills, basic skills, or skills needed in everyday life. Life…

Argues that minimal competency tests will promote reading literacy. (MKM)

The potential of minimum competency testing cannot be realized unless school districts engage in the complex processes of competency-based program development. (Author/MLF)

Raises philosophical and technical questions about the Tennessee minimum competency testing program, including: what subject and skills are basic; who determines what competencies are minimal; what should be the consequences of failure; who is responsible for remediation of failing students; do or should skills being taught match skills being…

Productive changes in schooling throughout the 1980s are contingent on emphasis being placed on school effectiveness rather than on curriculum adjustments. Today's curriculum sprawl, caused by the state and federal legislatures' penchant for creating courses to cure newly-emerging social ills, must not deplete resources that should be directed…

Describes a group education plan for school districts and an individual education plan for the disadvantaged learner, as developed in New Jersey. Elements discussed include formulation of the group education plan and implementation of the individual education plan. (CT)

Argues for the value of high-quality minimum competency testing (MCT) programs in efforts to restore honesty to public school promotion practices. Lists the seven characteristics of a good program and discusses the effects of MCT on students, on curriculum and teaching, and on public perceptions of schooling. (Author/WD)

As more states adopt minimum competency testing (MCT) programs, MCT is becoming the subject of much debate among educators and in the courts. MCT has been attacked by those who claim it discriminates against Blacks and non-English-speaking minorities. Also raised in the MCT debate is the question of educational malpractice. (RLV)

In this article, both the psychology behind minimum competency testing (MCT) and the statistics employed to determine the line between competence and incompetence are attacked. MCT is viewed as a crisis created to discredit teachers and schools and as a means of invasion of public education by state level bureaucrats and politicians. (RLV)

Explored the overall performance of 36 learning disabled (LD) and 40 educable mentally handicapped (EMH) students both before and after modifying the minimum competency test (MCT). Administered the Instructional Objectives Exchange Basic Skill Test: Reading, secondary level to secondary school special education students. Results indicated that LD…

Competency-based graduation requirements provide students with a meaningful diploma, reduce illiteracy, and provide a system of quality control for schools. (Author)

Argues against using results of minimum competency testing (MCT) as the sole determinant of student classification, promotion, or condition for graduation from high school. Favors accountability, but asserts that MCT is not the best alternative available. (WD)

Project Basic is a program developed by the Maryland State Department of Education to assure that students attain basic skills in a variety of areas. Two levels of tests are given in grade 7 to monitor progress, and in grades 9 to 12 to determine whether each student has met the state minimum competency level. Students must pass the higher level…