A number of important issues must be addressed during the process of graduation competency identification. Each school system must determine what it means by the term competency before identifying a set of graduation requirements. Graduation competencies may emphasize school subject skills, basic skills, or skills needed in everyday life. Life role-focused competencies may require the schools to significantly change their instructional, management, and measurement procedures. To determine the areas to be included in a set of competencies a school system can tap public opinion, consult other competency frameworks, and analyze skills needed in adult life roles. When competencies are broad, their number is reduced and they become more flexible and easier to report. When they are specific, they lead to more focused instruction and are easier to measure. A single set of graduation competencies for all students seems logical, but individualized instruction and measurement must be provided. Broad community involvement in drafting competencies has political advantages and assures better coverage, but it has the potential for divisiveness and unrealistic expectations. A consistent format for stating graduation competencies can facilitate clarity and ease of instruction, measurement, and reporting. Seventy-seven examples of graduation competencies are provided in the second section. These competency statements focus on the application of school skills in everyday life. (Author/JM)