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Peer reviewedChandler, Harry N. – Journal of Learning Disabilities, 1982
The author addresses the concern that many learning handicapped students are being denied diplomas because of minimum competency testing (MCT). The beginnings of the MCT trend are traced, faults with MCT are pointed out, and legal aspects of MCT are considered. (SW)
Descriptors: Educational Trends, Graduation Requirements, High Schools, Learning Disabilities
Fox, C. Lynn; Weaver, Francine Lavin – Academic Therapy, 1981
The article addresses issues in minimal competency testing for physically handicapped and learning disabled students. Adapting the competency test to the needs of the handicapped students, relating minimal standards to the individualized education program (IEP), and adopting different criteria for graduation are three options considered. (CL)
Descriptors: Graduation Requirements, Individualized Education Programs, Learning Disabilities, Minimum Competency Testing
Peer reviewedManset-Williamson, Genevieve; Washburn, Sandra – Journal of Special Education Leadership, 2002
This study examined the perceptions of 58 special education administrators and 204 principals on the effect of requiring a minimum competency graduation examination for students with learning disabilities. Administrators felt the requirement would promote inclusive education but that without additional resources some students would experience…
Descriptors: Administrator Attitudes, Dropout Rate, Graduation, Graduation Requirements
Peer reviewedManset, Genevieve; Washburn, Sandra J. – Learning Disabilities: Research & Practice, 2000
This article reviews the research related to minimum competency testing (MCT) as a requirement for high school graduation for students with learning disabilities. It examines whether inclusive MCT requirements lead to positive educational outcomes, raises issues of accommodations and alternative diplomas, possible increased dropout rates, and…
Descriptors: Academic Standards, Accountability, Competency Based Education, Equal Education
Peer reviewedHall, Julia; And Others – Educational Evaluation and Policy Analysis, 1985
This study explored some factors associated with learning disabled high school students who passed the North Carolina Minimum Competency Test on the second administration. Factors examined include reading score on the first competency test, intelligence quotient, locus of control, mother's education, teacher support, student/teacher ratio, and…
Descriptors: Academic Achievement, Failure, Graduation Requirements, High Schools
Download full textMcKinney, James D.; And Others – 1980
Factors influencing the performance of handicapped students on the North Carolina Minimum Competency Test (Fall, 1978 administration) were analyzed. Educably mentally handicapped (EMH) and learning disabled (LD) students represented 83% of the 3,043 handicapped students who took the Fall, 1978 test. A questionnaire was designed to collect the…
Descriptors: Basic Skills, Cutting Scores, Disabilities, Graduation Requirements
North Carolina State Dept. of Public Instruction, Raleigh. – 1978
The results are reported of the North Carolina Competency Testing Program. The Senior High Assessment of Reading Performance (SHARP) and the Test of Performance in Computational Skills (TOPICS), modified for the North Carolina program, have been administered to eleventh-grade students in public, nonpublic, federal, and special schools. Both tests…
Descriptors: Grade 11, Graduation Requirements, High School Students, High Schools
