This paper evaluates relations among criterion-referenced test scores, subsequent predicted remediation need decisions, and actual performance without remediation on Georgia's state minimal competency test. Results from examining 1,310 students' scores indicated that many students would have been required to be remediated who subsequently passed…

The New Jersey High School Proficiency Test--a new, more rigorous competency test required for high school graduation in New Jersey--was evaluated for three years of its use. The impact of the state's testing program on curriculum, high school graduation, state compensatory education funding, and district certification is discussed. (SLD)

Describes trends in the minimal competency movement in Florida and several other states and speculates about future trends in minimum-competency testing. (DD)

Three sets of goals useful for assessing student competencies in speaking and listening are reviewed in this paper. The first instrument examined, derived from a report of that Speech Communication Association's National Project on Speech Communication Competencies for all grades, lists (1) five assumptions concerning the nature of communication…

The author considers the implications of minimum competency requirements for handicapped students, teachers of the handicapped, and mainstreaming. (SBH)

Compares the results of the first and second years of testing in the Florida minimum competency program to show that the program is working. (IRT)

The Connecticut Assessment of Educational Progress assesses writing traits using different approaches to diagnose students' skills. These include multiple choice, direct assessment, "revising test," dictation, and note-taking. These measures and scoring guides are used to assess several elements of good writing. (DWH)

The New Jersey Education Association charges that serious reporting errors in the state's minimum basic skills (MBS) testing program are causing some children to be falsely labelled as failures and are leading to misallocation of State Compensatory Education Aid, which is based on a formula using MBS scores. (SJL)

After a brief discussion of the issues prompting concern with competency-based education (CBE) and an explanation of what it is and why it is so popular, this document goes on to discuss action Wisconsin and other states have taken to implement CBE. Very brief accounts are given of the minimal competency-type programs implemented in Sparta,…

The National Institute of Education's hearings on minimum competency testing sought to educate the public about both sides of the issue. This article summarizes the ground rules for the hearings and the five points of inquiry debated. (WD)

Reviews the possible dangers of mandated competency testing and suggests some alternatives. (JM)

Reports the results of a national survey that assessed the extent of minimum competency testing in reading in 1984 and the nature and extent of remedial programs based upon minimum competency testing in reading. (HOD)

Reports on the national demand for higher educational standards evident in the state legislation of the past three or four years that has mandated minimum competency testing programs. States that have adopted various kinds of such legislation are listed. (JD)

False positive and false negative error rates were studied for competency testing when failing examinees are permitted to retake the test. Formulas are provided for the beta-binomial and Rasch models. Estimates based on these models are compared for six data sets from the South Carolina Basic Skills Assessment Program. (SLD)

The impact of legislation in California establishing "Pass to Play" policies of minimum academic requirements for extracurricular and co-curricular activities in grades 7 through 12 was examined. District policies varied widely and most were more stringent than required by legislation. Overall, the legislation helped establish academics…