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)

The New Jersey Commissioner of Education replies that the Minimum Basic Skills (MBS) tests are not the sole criterion used to measure school and district performance and that some schools manage to teach well despite their students' low socioeconomic level. (Author/MLF)

The Detroit (Michigan) High School Proficiency Program emphasizes instruction as well as testing. (Author)

All beginning teachers in Georgia receive a three-year nonrenewable certificate. During the term of the certificate they must satisfactorily demonstrate 14 performance competencies in two consecutive assessments. (Author/MLF)

The article addresses 10 questions that should receive thoughtful consideration prior to initiating a competency testing program for handicapped students. (Author)

The discussion of minimum competency testing (MCT) for learning disabled students focuses on advantages and disadvantages, the need for test modifications, and the importance of coordinating the child's individualized education program with MCT considerations. (CL)