| This study investigated the process and consequences of minimum competency testing in mathematics. It was structured around a series of questions concerning the goals, definitions and mandates, implementation, and impact of minimum competency testing. The study consisted of a comprehensive literature review and case studies in four states (Florida, Oregon, Missouri, and Ohio), chosen to reflect differences in the way the minimum competency testing movement has evolved. Florida has developed a single test to be given statewide and to be used as one criterion for determining high school graduation beginning with the class of 1983. Oregon also has mandated a "competency" graduation requirement but competencies are set and verified by local districts. Missouri requires that a single test be given statewide to eighth graders. Students must take the test each year until they pass or graduate, but the test is not tied to high school graduation. Ohio was chosen as representative of those states where little minimum competency testing activity has taken place.;There were several areas of consistency across the four states. The most frequently identified reason for supporting minimum competency testing was "To be sure students are prepared for jobs or post high school education". The most frequently identified reason for opposing minimum competency testing was "It will be used to judge schools and teachers". Respondents consistently identified topics from elementary school mathematics (e.g., computation with whole numbers and computation with decimals) and rejected topics from secondary school mathematics (e.g., solving second degree equations and solving problems using right triangle trigonometry) as appropriate for a high school graduation test.;Comparison of responses for the four states yielded many statistically significant differences. Among these differences were the following: (1) The percentage of respondents favoring minimum competency testing as a criterion for high school graduation varied considerably: Florida, 74.3 percent; Oregon, 68.2 percent; Missouri 46.4 percent; and Ohio, 35.7 percent. (2) The percentage of teacher respondents indicating that "Teachers in my school seem to feel pressure as a direct result of a minimum competency testing" also showed wide variation: Florida, 63.7 percent, Oregon, 19.1 percent; Missouri, 32.2 percent; and Ohio, 5.5 percent. (3) Respondents were asked to classify ten things as occurring because of minimum competency testing. There were statistically significant differences among states on all items. Florida respondents were much more likely and Ohio respondents much less likely to attribute changes to minimum competency testing. Among the items most often seen as being affected by minimum competency testing were: (a) more remedial classes, (b) more frequent testing, and (c) more drill and memorization. (4) Teacher respondents were asked to indicate if class time spent on various mathematical topics was increasing or decreasing and whether this change was because of minimum competency testing. There were differences among the states on 13 of the 16 topics. Florida teachers were most likely to cite minimum competency testing as a reason for increasing or decreasing time on topic. Among topics seen as receiving more time as a result of minimum competency testing were: (a) basic facts, (b) diagnosis of individual difficulties, and (c) story or word problems. Topics that reportedly received less time were: (a(,1)) number bases other than 10 and (b(,2)) sets.;For the survey portion of each case study, questionnaires were sent to random samples of approximately 100 elementary teachers, 100 secondary teachers, 30 elementary school principals, and 70 secondary school principals in each state. Return rates averaged 65 percent across all samples. |
