School health teams commonly address the needs of students with asthma, which requires specific knowledge and skills. To develop a skilled school health team, a competency-based framework for managing asthma in schools was developed. A modified Delphi with 31 panelists was completed. Consensus (=80% agreement) was reached for all 148 items…

False premises upon which many legislated programs for minimal competency testing are based are identified and discussed. (JT)

This article presents an annotated bibliography of journal articles and documents which discuss both theoretical and research findings related to issues surrounding the concept of overlap between standardized tests and the content, curricular, and instructional domains of teaching and learning. (MT)

A program that is used to assist students in overcoming the deficiencies in basic skills in mathematics without making major changes in existing mathematics programs is described. (JT)

The concept of overlap between instruction and assessment is defined. The influence of tests on teaching and the teacher as curricular content decision maker is described. A model of how awareness of this overlap can move curriculum practice into alignment with an assessment system is presented. (Author/MT)

Three questions are explored: (1) what are the minimal mathematical skills; (2) what determines minimal competency; (3) how should competence be measured. Seven recommendations relating to these questions are given. (MP)

Replies to the immediately preceding article. The author contends that the cause of incompetence resides more in the overall ambience of disaffection in the nation than in the schools. (Author/IRT)

The basics must be taught, but a school which teaches the basics alone would not educate every student to his or her fullest potential. Allowing the "basics-only" advocates to restrict school curriculum would mean shortchanging many children with diverse needs. (Author/SJL)

Religious education (RE) and moral education (ME) are two distinct but related areas of educational concern. The distinctive content of ME is discussed, and its link with RE is examined. While the focus is on schools in the United Kingdom, the principles stated have a general relevance. (RM)

A distinction is made between the terms basic skills and minimum competence. The impact of minimum competency requirements is discussed through its affect on the scope and structure of current mathematics curricula, and the assessment instruments needed for valid measures of mathematical competence. (JT)

Mathematical literacy for all students is discussed. A positive approach is suggested, to help mathematics educators determine how demands for programs to develop basic skills are to be met. (JT)

Data from tests of basic mathematical competencies given in 1950, 1965, and 1975 are discussed. Courses successful in providing a foundation of basic skills are noted. (JT)

Steps can be taken in the areas of curriculum, testing, and tracking to raise educational standards for all students. Specifically, local and state authorities should cooperate to tighten course requirements, tie standardized examinations to the curriculum, and institute a demanding common curriculum in the years before high school tracking. (MJL)

Evaluation of student minimal competency should be based partly on national concerns, partly on local concerns, and partly on the needs of the learner. Evaluation must be built into all levels. (JMF)

This study examined the curricular validity of the New Jersey Basic Skills test, a minimum competency test administered to all public school students in grades 3, 6, 9, and 11 to measure basic skills in reading and mathematics. Based on examinations of a Modified Caution Index, there were differences in the usual response patterns for both reading…