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…

These guidelines and sample materials have been developed in response to requests from teachers, curriculum planners, and administrators throughout the state for clarification and modification of Oregon Graduation Requirements, Administrative Guidelines (Section 1), which was published in September 1973. The purpose of these guidelines is to…

Although not a new concept, early graduation from high school is attracting growing interest. Evidence regarding the dissatisfaction of many high school students with the traditional four-year sequence is cited frequently in the literature. This and other factors have stirred speculation about whether more high school students are opting for early…

This practicum reports on the conceptualization, development, testing, and implementation of the guidelines, procedures, and a model for alternative programs for earning graduation credit. New requirements for graduation were adopted by the Maryland State Department of Education in November, 1974, but the development of specific policies and…

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)

Describes the Florida Educational Accountability Act of 1976. The purpose of the act is to validate the high school diploma, thereby improving the quality of public education and eliminating the continued need for social promotion. (Author/MLF)

The author advises a cautious return to the basics through making sure that teachers in all disciplines emphasize basic skills. He cautions against curtailing variety in curriculum as a way of going back to basics. (DS)

Although competency-based graduation programs possess an intuitive appeal because of their clearly specified outcomes, external evaluation provision, and quality control mechanisms, they do pose a number of student evaluation problems which have rarely been encountered in American education. This discussion is concerned with such problems. (Author)

Before 1949, education was largely ignored in China, but recently it has been given a priority almost equal to modern industrialization. Teacher education reforms have been extensive and varied. These reforms are described, and further challenges are outlined. (MT)

Describes initiatives undertaken in Ohio vocational education in response to changes in state standards for high school graduation and college admission and the need for improvement in basic skills. (SK)

It is proposed that high school diplomas be awarded based on specific competencies in broad subject areas (e.g., academic, business, fine arts, service, and technical skills), and that required coursework be developed in each competency area, defined by the school district, and combined with general education in the curriculum. (MSE)

Argues for more foreign language instruction in American schools. (FL)

Samples of handicapped and nonhandicapped pupils were compared on the following: initial Minimum Competency Test (MCT) performance, participation in remediation, improvements in subsequent MCT, and eligibility for receiving high school diplomas. Nonhandicapped pupils generally fared better on all measures, although sharp differences were found…

Considerable concern is focused today on whether the twelfth grade program meets the needs of today's students. Cites some reasons for the concern and some actions that can be taken to overcome it. (Editor)