Effects of minimum competency testing for minority students: A review of expectations and outcomes

Abstract

As a new approach to educational accountability, minimum competency testing (MCT) has created considerable controversy. While its supporters believe that the new policy will be of particular value to students from minority and low-income backgrounds, critics are concerned about the possible adverse consequences for these groups. A review of research evidence and results of statewide MCT programs indicate that there is a substantial discrepancy between the initial test performances of black students and their white classmates and that, in some cases, post-test remediation seems relatively ineffective for blacks. Moreover, blacks may be receiving a disproportionate share of all diploma sanctions imposed on repeated MCT failers. It is proposed that some problems currently associated with competency testing can be avoided by emphasizing the remedial rather than the punitive function of these programs.