Questions about the effectiveness of efforts to increase scores on minimum-competency tests and the appropriateness of their use were answered by teachers, education students, and administrators in Ohio, Georgia, and Texas. The first questionnaire was completed by 59 current teachers and 152 education students, who were asked if 30 listed procedures believed to increase scores on high school graduation tests were appropriate, and if not, were they a waste of time or even unethical. In the second questionnaire, 45 recent presenters at the meeting of the National Council on Measurement in Education (NCME) were asked to agree or disagree that the procedures would raise scores and increase learning, and were ethical. There were few major differences across groups. The majority agreed that providing current forms of tests for study was inappropriate or unethical. The great majority agreed that it was appropriate to use similar or previous tests in test preparation. Even many NCME presenters seemed to agree that many procedures that differ from standardized procedures are ethical. Less than a third favored recognizing teachers whose students performed well on the minimum-competency tests. Twelve appendixes contain the questionnaires and cover letters. (Contains 23 references and 6 tables.) (SLD)