Abstract
One of the major goals of the Minimum Competency Testing (MCT) programs that have been implemented in recent years is the enhancement of students' academic skills. By setting precise standards and by matching pupils' performances against those standards, it is hoped that Competency Tests will provide a basis for the diagnosis and remediation of academic deficiencies (Cohen & Haney, 1980; Haney & Madaus, 1978). Some observers believe that the positive effects of competency testing are already evident in the schools. For example, Fisher (1980) claims that standardized test gains registered by students in several Florida districts are a byproduct of that state's MCT program. Thus far, however, little if any hard evidence linking academic improvement to competency testing has been reported.
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