The differences between Elementary Secondary Education Act Title I program evaluation and minimum competency testing (MCT) are compared. Title I programs are characterized as follows: the objective is to supplement school experiences for economically educational programs emphasize reading and mathematics; supplementary instruction is provided by certified specialists; evaluations measure relative program progress; test scores should be relatively normally distributed; and tests assess a wide range of objectives and are appropriate across several grades. For MCT: the testing programs are largely the result of the demand for accountability; helping underachievers is a secondary priority; the main objective is to assess the proficiency of examinees and to categorize them; students are given remedial work by regular classroom teachers after they fail the tests; MCT is an absolute measure of status and a one-measure assessment aimed primarily at the low end of test score distribution; and items usually measure skills considered essential for functioning in the present or next grade. However, the authors conclude that the goal of both programs is to improve student performance in basic skills. Ways of using MCTs in Title I programs as selection and diagnostic tests are suggested. (MH)