Minimum competency testing in Louisiana emphasizes individual needs (as delineated in the indiviualized education program) regardless of special education classification. Nine format/procedural modifications are allowed on the Basic Skills Test, including braille editions and extended time. Test administration and score reporting may also be…

An international study group gathered information on minimal-competency activity in their countries. Content, assessment, remediation, standards, goals beyond basics, and policy makers are each considered. (MNS)

This article argues that present youth are inarticulate, that oral communication is a vital competency, and that programs in aural and oral skills should be implemented. (MJL)

The author addresses the concern that many learning handicapped students are being denied diplomas because of minimum competency testing (MCT). The beginnings of the MCT trend are traced, faults with MCT are pointed out, and legal aspects of MCT are considered. (SW)

Presents a variety of issues and opinions related to competency testing in industry and business. Calls on professional, public, and legislative groups to act to influence public policy on the use of tests. (HLM)

Business educators should recognize and promote business education at all levels and work toward an articulation among all educational levels that will allow students to gain maximum competency in the most efficient and effective manner possible. (Author)

Responses from 34 heads of state supported residential schools for the visually impaired were obtained to validate a set of minimum coping competencies for this population. Tables detail the combined importance rating of each objective in the following categories: community resources, occupational knowledge, consumer economics, health, and…

The author agrees with Clyde Chitty (pp73-76 of this issue) that the current "options" system of English secondary education is inadequate for most pupils, but he rejects the Department of Education and Science's proposed common core curriculum as an inadequate and even potentially harmful alternative. (SJL)

The state laws currently being passed to promote competency-based education and testing are so lacking in detail and so unrealistic in their expectations that they will do little to restore public confidence in education and may even have a disruptive influence. (SJL)

The article addresses issues in minimal competency testing for physically handicapped and learning disabled students. Adapting the competency test to the needs of the handicapped students, relating minimal standards to the individualized education program (IEP), and adopting different criteria for graduation are three options considered. (CL)

The problems inherent to standardized minimum competency testing are discussed. (HTH)

Contends that New Jersey's Minimum Basic Skills (MBS) tests in reading and mathematics waste time and money and should not be used by the state as the criteria to measure school and district performance. Low scores are the result of social conditions schools cannot correct by themselves. (Author/MLF)

The New Jersey Commissioner of Education replies that the Minimum Basic Skills (MBS) tests are not the sole criterion used to measure school and district performance and that some schools manage to teach well despite their students' low socioeconomic level. (Author/MLF)

The Detroit (Michigan) High School Proficiency Program emphasizes instruction as well as testing. (Author)

All beginning teachers in Georgia receive a three-year nonrenewable certificate. During the term of the certificate they must satisfactorily demonstrate 14 performance competencies in two consecutive assessments. (Author/MLF)