This paper considers three areas related to the testing of minimum knowledge and skills: public policy, the nature of higher-order thinking and selected aspects of educational measurement. The discussion of public policy issues centers around an apparent dichotomy of egalitarianism and elitism in public education, schooling and the public economy, and the pendulum affect on policy and development. The topic of higher-order thinking is limited to the hierarchical nature of learning, the impact of coaching on this hierarchy, and issue in the instruction of problem-solving techniques. Two aspects of educational measurement are described: (1) the nature of test score decline and (2) the impact of mandated assessment on achievement. It is concluded that while schools are not powerful enough to affect the change of raising levels of academic excellence beyond the minimum on a national level, a powerful tool for accomplishing this has been statewide assessment programs. In regard to the State of Michigan's educational program, state action to improve educational standards should include the following steps: (1) develop a plan which incorporates a two-tier evaluation of student academic status; (2) establish a standard-setting advisory committee; (3) assume a major portion of funding for mandated assessments; and (4) establish a technical advisory committee. A reference list is appended. (PN)