An examination of the current status of minimum competency testing is presented in a series of short essays, which discuss case studies of individual school systems and state approaches. Sections are also included on the viewpoints of critics and supporters, teachers and teacher organizations, principals and students, and the federal government. Minimum competency testing programs in Gary, Indiana; Chicago, Illinois; Denver, Colorado; Omaha, Nebraska; St. Paul, Minnesota; Oregon, and Bakersfield, California are discussed. State laws and regulations for Florida, North Carolina, Virginia, New York, Arizona, Nevada, Tennessee, and Kentucky, are explained. General conclusions are reached: (1) the major strength of minimum competency testing programs is the identification of specific learning objectives, especially in the elementary grades; (2) the effect of high school graduation tests is unclear; (3) the full impact of the programs is uncertain; and (4) the effect of emphasizing basic skills upon below-average students and high-achieving students is as yet unanswered. (MH)