This study was conducted using archival data for 300 students of the graduating class of 1980 in a public school system which had a minimum competency testing (MCT) program. Data on normative variables (age, sex, race, and ability test scores) and performance variables (high school course of study, grade point average, absenteeism, and truancy) were collected and analyzed to determine the relationship between the variables and high school MCT scores. A significant relationship was found to exist for Language Arts and Reading MCT scores district-wide on designated test administration dates; a similiar relationship was found across all basic skill area MCTs across high schools. Although in several predictor equations, the variable course of study carried negative weights, the relative magnitude of the partial regression coefficients for course of study indicated the degree to which each course of study enhanced MCT scores. Other variables which appeared as statistically significant predictors of MCT scores were GPA, race, ability test scores, and age for district-wide MCT scores on designated test administration dates. By high school, other variables which appeared as statistically significant predictors of MCT scores were GPA, race, ability test scores, sex, age, and absenteeism. (Author/PN)