Looks at four sources for measuring national student performance: (1) the National Assessment of Educational Progress study of basic skills; (2) competency testing in reading, writing, and arithmetic; (3) college entrance examination scores; and (4) rates of educational attainment by sex, race, ability level, and socioeconomic status. (SK)

Examines the negative outcomes of the mandatory external primary school-leaving certificate examination administered to Irish sixth-graders, 1943-67. Concludes that the Irish experience should warn American educators of the possible dangers of using minimum competency tests as the sole or primary determinant of decisions concerning grade-to-grade…

This booklet interprets and summarizes the results of the Connecticut Statewide Basic Skills Proficiency Test as administered to ninth graders in October, 1986. The test measures basic skills in reading and mathematics, and basic writing skills in the language arts. The test is used to identify students who require further remediation in order to…

The author updates information on teacher competency testing and discusses issues that should be considered by states planning the development and implementation of competency testing programs. Recommendations are made. (MT)

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)

This resource document represents the integration of both practice and theory related to minimum competency testing (MCT), and is largely based on information collected in a nationwide survey of MCT programs. Chapter 1, To Implement or Not to Implement MCT, by Marcy R. Perkins, presents a definition of MCT and a discussion of the perceived…

This article looks at the characteristics of New Jersey's alternate route program and outlines the processes and guidelines which distinguish this program from the traditional teacher education program. (MT)

Written primarily for litigators, shows how minimum competency tests that are used to deny high school diplomas to disproportionate numbers of minority students can be successfully challenged under Title VI of the Civil Rights Act of 1964. (Author/MK)

Reviews some of the characteristics of the New York state social studies testing program and describes how new questions are developed for the test. (JDH)

Argues for the necessity of evaluation and analysis of attempts at education reform. Uses data gathered on minimum competency testing and career ladders to illustrate ways in which policy intervention may affect teachers' academic success with students and their sense of teaching efficacy and commitment. (PS)

By themselves, standardized teacher competency tests only aggravate the impending shortage of qualified teachers. A more comprehensive approach is needed to make teaching the kind of appealing profession that can both sustain higher standards of admission and attract greater numbers of candidates able to qualify under those higher standards.…

As the use of competency testing of teachers has increased, the issue of the effect of standardized testing on minority groups at all educational levels has resurfaced. Several programs designed to raise standards and increase test scores are described. (MT)

Examines state high school graduation requirements from the perspectives of academic effectiveness and educational equity. Predicts that minimum competency testing, which is now widespread, will gradually be replaced by further increases in academic credit requirements. (KH)

Information regarding tests and requirements at entrance into teacher education programs, at initial certification, and as a teacher are presented on a state-by-state basis. (Author/MT)

The authors examine the content, time, teacher performance, and leadership policies which have been legislated in several states as a result of the national wave of discontent with the quality of education. Emphasis is on the need for implementation of these policies to be informed by recent reseacrh. (MT)