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)

According to a National Assessment of Educational Progress report, most American school children have mastered reading and writing fundamentals without learning how to analyze, evaluate, and extend ideas they read and write about. To address this "surface understanding" problem, the report recommends literacy programs aimed at high risk…

In 1987, two education books made it to the national best-seller list, "Cultural Literacy" (E.D. Hirsch, Jr.), and "The Closing of the American Mind" (Allan Bloom). Reviews these two books and 47 other important books on education. Includes a sidebar on how to obtain the books. (MD)

Major issues surrounding the meaningful assessment of students outcomes as part of program evaluation in special education are identified, including: the concept of competence; the development of minimum competency tests; the use of these tests with disabled students; behavioral domains and the classification of competencies; and the measurement…

Presents information about the kind of competency testing being done, how educators view the testing movement, and how it is affecting teacher preparation programs. (SRT)

States that teachers must evaluate not only cognitive and psychomotor skills but also attitudes and perceptions. Cites five factors contributing to improved testing: (1) criterion-reference evaluation, (2) school effectiveness research, (3) minimum competency testing, (4) new concepts of student evaluation, and (5) better teacher-made tests. (CH)

The development of an intervention program initiated by the Kentucky Department of Education to ensure that minority education majors have access to training in skills needed for standardized tests is described. (MT)

Three statewide assessment programs in Connecticut developed in response to the State Board of Education's goals and objectives are described. These include: (1) the Connecticut Assessment of Educational Progress; (2) the Educational Evaluation and Remedial Assessment Program; and (3) the Connecticut Mastery Testing Program.

Many school districts have adopted minimum competency tests as part of the requirements for high school diplomas. It is important that the needs of special education students are included when planning and implementing competency testing. Included are three levels of options to consider for modified testing of special students. (MD)

Developers of high stakes criterion-referenced tests are urged to formulate test tasks so that efficient instruction can promote student mastery of the domain. Time-on-task has been promoted by instructional psychologists as preferable to test teaching. (DWH)

Florida mandated high school competency tests in 1978. Evidence presented in the court case of Debra P. versus Turlington indicated students learn what they are taught. Low failure districts reported more concentration on basic skills. The issue of educational equity versus educational excellence has not been more resolved. (DWH)

The California State Department of Education has appointed a Master Plan Committee to develop methods to reform education. As a main objective the committee formulated a model for high school graduation requirements. The issues of teacher education and shortage of capable mathematics teachers are also addressed. (DF)

This paper describes the philosophic assumptions underlying the movement towards minimum competency testing. Definitions of such concepts as scientific educational management, what is worth knowing, and the knower are explored. (DF)