Acknowledges the need for state-level educational accountability, but argues that strategies for assessing educational outcomes should be an institutional prerogative and an integral part of the teaching/learning process. Criticizes assessment programs imposed by state governments, proposing instead a student-centered approach to the measurement…

This paper explores how a set of curriculum reforms in the United States and England over the past 20 years may be interrelated, according to conclusions drawn from ethnographic investigation and informed by historical reflections. The discussion centers upon the case of informal, open, or progressive education, which has enjoyed a 40 plus--year…

The minimum competency movement's rationale can be reduced to four problem-laden propositions: the state through its schools owes every child an education; a high school graduate should be at least minimally competent; schools should be held accountable for seeing to it that every child meets this standard; and to assure this, every child must be…

The minialist approach to social policy, especially concerning public education, has not worked because the assurance of minimal protection for the deprived also entails a rise in acceptable levels of attainment for those above the minimum, in order to preserve their competitive advantage. Also, particular minimums, such as universal elementary…

The phenomenon of minimum competency testing (MCT) is explored, beginning with its origins in public concern for educational accountability. Three major themes appearing in the states enacting prescriptive legislation are described: state standards/state test (Florida); state standards/local test (Oregon); and local standards/local test…

This report represents the first attempt by the Council of the Great City Schools to assess the states of minimal competency testing in its twenty-eight member cities. This report does not focus on the results of the tests, but on the general characteristics of each competency testing program. Few cities use the same tests or collaborate in…

Examines factors contributing to increasing acceptance of and dependence on state and local educational testing. Factors examined include the accountability movement, Elementary and Secondary Education Act of 1965, National Assessment of Educational Progress, growth in statewide and local assessment, and minimum competency testing. (SM)

The statewide implementation of the Georgia State Board of Education (GSBE) policy for high school graduation requirements was begun in September, 1980. It specifically stated that the GSBE would be responsible for assessing the basic skills, or learner skills, of students enrolled in public schools. It further stated that each local school system…

The Florida Statewide Assessment Program, defined by the 1976 Educational Accountability Act, collects and disseminates information on the effectiveness of its school systems to help its students achieve minimum performance standards (MPS) in mathematics, reading, and writing tasks. The 1980-81 regular assessment involved approximately 460,000…

Representatives from Arkansas, Louisiana, Mississippi, New Mexico, Oklahoma, and Texas discuss the issues surrounding teacher and student competency and accountability. For each state, they review legislative policies and actions and the programs of the state education department regarding the use of competency and accountability standards. The…

In a speech on minimum competency testing, the author discusses four issues which are still unresolved. The first is the need to recognize the political overtones which gave impetus to the competency movement as a reaction against the perceived failures of the schools and teacher education institutions, rather than as a concern for student…

The Southern Regional Education Board (SREB) Task Force on Higher Education and the Schools calls for states "to consider the feasibility of developing a regional assessment of teacher selection techniques" (SREB, 1981). This recommendation reflects concerns about the need for: (1) more states to develop new teacher certification tests,…

In this report four educators discuss the issues which they see to be most current in the fields of testing, measurement and evaluation. The first section discusses the mastery of basic skills, defined by minimum levels of competence. Factors such as accountability, social policy, instructional implications, and psychometric issues are brought to…

The Florida Statewide Assessment Program, a result of the Educational Accountability Act of 1971, collects and reports information annually concerning student achievement in the basic skills areas of reading, writing, and mathematics. This publication was prepared for counselors and other school personnel as a resource manual with the following…

This paper examines practices under school control that have an impact on the allocation and expenditure of instructional time, and offers research based considerations for effective program implementation. Research literature sources and data sets are used as a basis for examining: pacing of instruction, uses of common textbook instruction,…