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)

Alleges misinterpretation by the media of school book selection policies. Criticizes the findings of the nationwide survey on censorship sponsored by the Association for Supervision and Curriculum Development, the Association of American Publishers, and the American Library Association. Details controversies in Montgomery County, MD, Merrimack,…

The author considers that, although a year has passed since the President's Commission on Foreign Language and International Studies called for increased emphasis on languages, American schools and colleges have done little to implement this objective. Condensed from "Basic Education," January 1981, pp6-9. (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 article addresses 10 questions that should receive thoughtful consideration prior to initiating a competency testing program for handicapped students. (Author)

Surveys of 331 four-year universities nationwide examined swim test requirements and reasons for administering or not administering swim tests. Responses from 331 returned questionnaires indicated that 5% of the schools had swim test requirements, though 25% had them previously. Lack of a physical education requirement was the most commonly cited…

A survey of 43 Israeli students investigated their attitudes toward technology education as a high school subject. It was attractive as an elective course for its contribution to creative, hands-on, and practical thinking skills. The course changed student attitudes toward technology. (SK)

This longitudinal study of 3,578 matriculating freshmen at a mid-sized public doctoral university in the Midwest found that students working on campus academically persisted at higher rates from fall to spring of their first year, and year to year thereafter. Also, students who worked on campus during their first semester graduated within 6 years…

Examines relationship between higher course requirements for high school graduation and adult employability. Findings suggest positive correlation. But also finds reductions in educational attainment, especially among blacks. (PKP)

Discusses the way the notion of school completion is being cast, its supporting discourse, and the manner in which this has the potential to marginalize and exclude. Focus is not about why youths leave school before completion, but about how these youths assess their decisions to leave or not to leave in terms of the ideology regarding school…

Because of the lack of a definitive United States Supreme Court decision on prayers at graduation, school officials are left without clear direction. Analyzes two decisions that illustrate the differences in judicial opinion on the legality of prayers at graduation ceremonies. (MLF)

Reviews the practice of holding exit interviews with graduating psychology students at Loyola University (Louisiana). Discusses the benefits and limitations of exit interviews, stating that they provide unique data unavailable from other sources. (GEA)

According to a recent study, state mandates for tougher academic standards do not necessarily lead to more and better course content. Although more lower- and middle-achieving students are enrolled in academic classes, these courses are at the basic, general, or remedial level and fail to meet reform commission goals. (MLH)

Study of an adult degree program used enrollment data 1986-96, course progression data 1990-95, and surveys of 140 enrolled and 250 not enrolled students. Three-fourths of those who graduated 1988-94 did so within three years; retention was most difficult in the self-directed and research phases; women's graduation rate was higher. (SK)