A general model along with four illustrations is presented for the consideration of budgetary constraints in the setting of passing scores in instructional programs involving remedial action for poor test performers. Budgetary constraints normally put an upper limit on any choice of passing score. Given relevant information, this limit may be…

Proceedings of the symposium on Implications for Minority Groups of the Movement Toward Minimum-Competency Testing (MCT) include the following papers: (1) "Implications of Minimum-Competency Testing for Minority Students" by A. Graham Down, who asserts that MCT offers more hope than any development in public school policy since 1954 for…

This paper describes the writing skills section of a language skills framework that was devised as part of a project to indicate language competencies necessary for functioning in English classrooms in grades one through six. The paper discusses the collection and grade leveling of the writing skills and describes the organization of those skills…

This paper contains descriptions of documents setting forth the minimum communications skills competencies required for high school graduation in seven states: Florida, Louisiana, Maryland, Massachusetts, New Mexico, and Utah. It then describes the procedures used to compile a synthesized list from those documents for use in a project to assess…

This publication outlines recommended minimum competencies for training and development personnel, as developed by the Professional Development Committee of the Ontario Society for Training and Development. It is intended to provide basic checklists of necessary skills, knowledge, and behaviors for each of four categories of training and…

The merit of minimum competency testing in a competency-based physical education course is examined by a physical education consultant. (JD)

The responses to an informal survey of the states indicate that most states are either giving competency tests, developing them, or making plans to do so. Many aspects of the current practices and trends need study and discussion. (Author/IRT)

Three questions are explored: (1) what are the minimal mathematical skills; (2) what determines minimal competency; (3) how should competence be measured. Seven recommendations relating to these questions are given. (MP)

This discussion of the mathematics portion of the examination includes topics covered, test development, and sample questions. (MP)

The author briefly surveys the movement towards minimum competencies for secondary-education graduates and points out the danger of confusing the term "minimum competency" with "minimum requirements." (MJB)

Offers arguments opposing the minimal competency testing movement. (MKM)

Examines the Oregon program in which each school district establishes and measures its own set of competency standards. (Author/IRT)

A process for identifying mathematical skills is describe. Skills representing the minimum a student should know in order to function in the United States today are listed. (JT)

Encouraged by public concern for universal competence in the basic computational skills, the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematics, the Missouri and Michigan Councils of Teachers of Mathematics state their positions on the meaning of basic skills. (JT)

The mathematics performance of 1,098 learning disabled (LD) Florida tenth graders on the Florida State Assessment Test-II was evaluated. LD students tended to perform better on skills requiring literal use of numbers and worse on skills requiring application of mathematical knowledge. Employers' ratings supported the importance of skills tested.…