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The status of minimum competency testing programs, as of June 30, 1979, is given through descriptions of 31 state programs and 20 local district programs. For each program, the following information is provided: legislative and policy history; implementation phase; goals; competencies to be tested; standards and standard setting; target groups and testing schedule; government agent responsible for test selection or development, administration, scoring and analysis; reporting audiences; implications for students and programs; provisions for special populations; staffing; funding; program evaluation; future directions; and contact person. The following state programs are described: Alabama, Arizona, California, Connecticut, Delaware, Florida, Georgia, Idaho, Illinois, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Michigan, Missouri, Nebraska, Nevada, New Hampshire, New Jersey, New Mexico, New York, North Carolina, Oregon, Rhode Island, South Carolina, Tennessee, Utah, Vermont, and Virginia. The following district programs are described: Santa Clara County, California; Denver, Colorado; Hillsborough County, Florida; Thomas County, Georgia; Gary, Indiana; Bettendorf, Iowa; Columbus, Kansas; Fitchburg, Massachusetts; Detroit, Michigan; Lawton, Michigan; Omaha (Westside Community Schools), Nebraska; Peterborough (Contoocook Valley--ConVal), New Hampshire; Charlotte-Mecklenburg, North Carolina; Rocky River, Ohio; Portland (Parkrose), Oregon; Salem, Oregon; Houston, Texas; South Burlington, Vermont; Orange County, Virginia; and Kanawha County, West Virginia. (CP)

To portray the status of minimum competency testing programs nationwide; as of June 30, 1979, on-site visits were conducted with directors of all 31 state programs and 20 local district programs. Most programs were developed since 1976; 14 state and 13 local programs are fully implemented. The state board of education mandated 16 state programs; state legislatures mandated 15 state programs. Seven local programs were state mandated. Court litigation has occurred only in Florida, Delaware, Maryland, and North Carolina. Four goals were most frequently cited: remediation, curriculum, improvement, accountability, and certification of basic skills prior to graduation. All programs tested reading and mathematics skills; 27 state and 15 local programs tested language skills, and a few programs tested other skills. Most programs included elementary and high school students, and recognized special education and bilingual populations. Type of test varied (in-house, commercial or tailored), as did responsibility for setting standards and selecting tests (state, local, or shared). All programs were locally administered. Most reported results to students, teachers, parents, administrators, and boards. Most programs were locally funded and staffed by in-house curriculum or assessment specialists, not consultants. Seven states and four districts conducted evaluations. (CP)

This resource document represents the integration of both practice and theory related to minimum competency testing (MCT), and is largely based on information collected in a nationwide survey of MCT programs. Chapter 1, To Implement or Not to Implement MCT, by Marcy R. Perkins, presents a definition of MCT and a discussion of the perceived benefits and costs of a MCT program. Chapter 2, Defining Competencies, by Perkins, presents the basic elements in the process of defining competencies, and describes how current programs are dealing with those issues. Chapter 3, Test Selection and Development, by Michael Priestley, discusses the initial decision to select or develop tests, and procedures in test selection and development, including the establishment of test reliability and validity. Chapter 4 Setting Standards, by Paula M. Nassif, describes standard setting strategies, including judgments on items and judgments on examinees. Chapter 5, Integrating Testing with Instruction, by Mary F. Tobin, discusses approaches to using test results for remedial, diagnostic purposes or curriculum development. Chapter 6, Program Management, by William Phillip Gorth and Peter E. Schriber, presents strategies for planning and personnel needs and costs of a MCT program. Chapter 7, Dissemination, by Schriber and Gorth, focuses on dissemination within and about a MCT program. (BW)