Concerns and objections regarding minimum competency testing (MCT) are raised. The tests are criticized for their tendencies to: (1) deny variability in growth, development, and intelligence; (2) expose rather than constructively examine underachievers; (3) divert scarce personnel and financial resources to test administration; (4) ignore non-cognitive variables and factors outside school influence; (5) mislabel students; (6) justify homogeneous grouping; (7) over-emphasize the back-to-basics movement; (8) arouse racial prejudice by documenting underachievement of minorities; and (9) lower minimum standards in order to achieve an acceptable rate of success. Minimum competency tests are also described as being the most poorly conceived, and as providing the least useful information of all achievement tests. (CP)