Due to Ohio state mandate, recommendations were made regarding minimal competency testing (MCT) in the state, based upon a literature review of legal and measurement issues, as well as data from a survey of school district practices in Cuyahoga County. Factors subject to legal debate include test validity, length of phase-in period, unequal financial allocation, school district liability, and racial discrimination. The measurement technology surrounding standard-setting and design of domain referenced items is only in its infancy. Traditional concepts such as cutting scores, passing scores, and criterion scores are inadequate or at best arbitrary for identifying skill mastery. Implementation problems include: defining MCT, financing, erosion of local control of schools, handling non-promoted students, and making interschool comparisons not warranted by the data. Questionnaire data from 26 school districts in Cuyahoga County showed no consensus about the definition of MCT, its placement in the K-12 sequence, and its value in promotion. It was recommended that any school district implementing MCT publicly distribute a position paper defining the theoretical foundation of the program, the population to be tested, the test development, and the performance standards on which the program is based. Acceptable reliability and validity levels, as well as implications for the students, the curriculum and the community should also be discussed. Tests should be developed by educators in a school district or a group of contiguous districts, and a followup evaluation should be considered. The questionnaire, the responses to the survey, and a 33-item annotated bibiliography are appended. (CP)