Abstract
One of the major trends in elementary and secondary education in America today is the back-to-basics movement. Many advocates of back-to-basics argue for more emphasis on the three Rs, less emphasis on the socializing functions of the school, fewer child-centered curricula, and less social promotion. Accountability is usually closely associated with this movement. Thus, it is natural to find the notion of minimal competency surfacing as an important issue in mathematics education. After all, mathematics is one of the three Rs; and accountability suggests that tudents be able to perform at some minimal level of competency as measured by a proficiency instrument.
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