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

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)

This discussion of the mathematics portion of the examination includes topics covered, test development, and sample questions. (MP)

A process for identifying mathematical skills is describe. Skills representing the minimum a student should know in order to function in the United States today are listed. (JT)

Encouraged by public concern for universal competence in the basic computational skills, the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, the Missouri and Michigan Councils of Teachers of Mathematics state their positions on the meaning of basic skills. (JT)

Four broad categories of mathematical skills are suggested as general education goals: academic mathematics, consumer mathematics, machine mathematics, and political mathematics. (MP)

A program for regular testing of mathematical skills that provides information and counseling to students as well as necessary study programs for students in need of improvement is described. (JT)

A list of the basic competencies in mathematics set by the Vermont Board of Education is given and discussed. The basic competencies are grouped as follows: numeration, measurement, money, arithmetic, and reasoning. (MP)

The implementation of a program for testing and teaching minimum mathematical skills in a California school district is described. (JT)

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)

This report on the Pennsylvania statewide assessment program answers two questions: (1) what are minimum competencies?; and (2) for whom are competencies really minimal? (Author/MP)

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)

A description of the program through which the state of Michigan has assessed the minimal competencies of its school pupils is given. (JT)