The Houston (Texas) Independent School District's plan requires that teachers demonstrate competence in four areas: (1) functional academic skills; (2) content area knowledge; (3) methodology; and (4) new technology. Proficiency-based techniques used in teacher selection and in diagnosing needs of inservice teachers are described. (PP)

A survey of principals and second- and fifth-grade teachers in 25 Puerto Rican schools reveals that (1) they value and use reading tests; (2) province and district-wide reading assessments primarily affect curriculum decisions; (3) the generally accepted goals of testing programs are being met; and (4) their attitudes are similar to educators…

An ignored aspect of standard setting, namely the possibility that Angoff or Nedelsky judges specify inconsistent probabilities (e.g., low probabilities for easy items but large probabilities for hard items) is explored. A latent trait method is proposed to estimate such misspecifications, and an index of consistency is defined. (Author/PN)

Nine definitions of minimum competency testing (MCT) found in the literature are examined, with major issues for policymakers to consider as they make decisions whether MCT will serve the goals and purposes of their testing programs. Perceived benefits and costs and criticisms based on implementation procedures are discussed. (Author/CM)

Offers opposing views on the value of mass testing in English. (JL)

Discusses the design and scoring of the writing proficiency exam conducted at San Francisco State University. Explains the program's counseling system for those students who do not pass the proficiency exam. (HTH)

The attorney for the plaintiffs in Debra P. v. Turlington discusses the harmful effects and the arbitrary and unfair nature of minimum competency testing. (Author/WD)

The licensing body in British Columbia, the College of Pharmacists, has initiated a program of competency assessment to help define educational needs and to provide a basis for licensure renewal. The development and implementation of the first assessment conducted during 1977-78 is described. (Author/MLW)

Civil rights leader Jesse Jackson discusses his "Push for Excellence" program and shares his views on the responsibilities of teachers, parents, and students. (Editor/SJL)

The author examines previous efforts to establish certifying examinations for high school students and their effects on curriculum and students, particularly minorities. Also, to introduce readers to the rest of this theme issue on testing, he briefly discusses test validity, cutoff scores, and effects on teachers. (SJL)

If competence is the outcome of a set of carefully designed behavioral objectives, then the form, generality, and focus of these objectives must be impeccable. Eight guidelines that eliminate the weaknesses in existing competency statements are presented. (CMJ)

The status of competence-based education (CBE) in Illinois secondary schools is examined in this article. The authors cite some strengths and weaknesses of those programs in existence. They surmise from their findings that CBE is not widely planned or implemented in Illinois secondary schools. (Editor/SJL)

In December, 1977, the Kalamazoo Public Schools surveyed students (grades 10-12) to ascertain their opinions of a proposed competency-based diploma. Most supported the concept, had opinions about the form of such a program, and thought they could pass the test. Differences between Black and White respondents are noted. (Author/SJL)

Some of the major concerns regarding competency-based education (CBE) and ways of dealing with them are discussed. CBE is viewed as an opportunity for educators to work for real improvement in the teaching and learning process. (MP)

This brief discussion of basic administrative postures may help principals direct their schools' efforts to cope with minimum competency regulations. (Author)