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)

Several of the major considerations involved in implementing a statewide testing program are discussed. The test results provide information which influences the educational enterprise in matters of curriculum, instruction, guidance, and accountability. Tests to be used in an assessment program must be developed by the administering agency when…

Guidelines are provided to assist New Jersey local school districts in improving and strengthening their graduation policies in accordance with the new law and regulations. Basic skills proficiency requirements have been enacted in Chapter 241, Laws of 1979. This law requires that students successfully pass tests in reading, writing and…

The Education Amendments of 1978, Part B of the Elementary Secondary Education Act Title IX were implemented because of the growing concern about illiteracy, test score decline, and educational accountability. They establish funds and technical assistance to state and local education agencies for program implementation and test development. Both…

This document provides background on the development of the Alabama Basic Competency Tests (ABCT). James E. McLean, in "Introduction to the ABCT," discusses the creation of the tests, compares them with the California Achievement Tests, and indicates the ABCT relationship to the Alabama High School Graduation Exam. "Review of Past…

Information is presented regarding the administration of the North Carolina Minimum Skills Diagnostic Testing Program. This testing program, mandated by the state's basic education program under the Secondary School Reform Act of 1984, checks the necessity for remediation by determining a student's mastery of specific objectives and diagnoses…

The phenomenon of minimum competency testing (MCT) is explored, beginning with its origins in public concern for educational accountability. Three major themes appearing in the states enacting prescriptive legislation are described: state standards/state test (Florida); state standards/local test (Oregon); and local standards/local test…

The statewide implementation of the Georgia State Board of Education (GSBE) policy for high school graduation requirements was begun in September, 1980. It specifically stated that the GSBE would be responsible for assessing the basic skills, or learner skills, of students enrolled in public schools. It further stated that each local school system…

Maryland is one of the states which recently developed new requirements for high school graduation. A preliminary evaluation of these new state standards has raised a number of issues about graduation standards and their assessment. The Maryland State Department of Education examined statewide policies and guidelines for high schools between 1982…

This paper summarizes the results of a study of the local consequences of implementing statewide minimum competency tests. For American education to be the best in the world, the use of statewide and nationwide standardized testing as a primary policy tool for stimulating reform must be discontinued. Second, school district responses to such…

The pattern toward an increase in the number of states using some form of competency testing prior to the certification of educators is substantiated in this paper. Competency testing programs are implemented at three distinct levels: (1) before entrance into a teacher education program near the end of the sophomore year in college; (2) at the end…

The legislative history and provisions, implementation, and intended use of 12 state-mandated programs are described. Florida's program was mandated in 1971. The other states (Alabama, Arkansas, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, Tennessee, Texas and Virginia) initiated programs after 1975; most are in their…

This guide is designed for school principals who bear the responsibility for the successful administration of Virginia's Competency Program. Several aspects of the program are described: legislative background; graduation requirements concerning citizenship and qualifying for further education or work; tests used to assess reading and mathematics…

The conference's keynote address is presented by Bernard C. Watson. Papers include: Vantage from the State Department of Education, by Robert G. Scanlon (Pennsylvania); Minimum Competency: As the Public Sees the Question, by Jacqueline Grennan Wexler; Minimum Competency Testing (MCT): A Tripartite Response from the Profession, by W. James Popham;…

This guide to legislation and state board of education policy on minimum competency testing is designed to explain the legal basis for minimum competency testing mandates in the various states. Specifically, it explores: the differences between board mandates and state legislation; details of the requirements--subject areas, grade promotion and…