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Abstract
An issue surrounding Minimum Competency Testing (MCT) is the participation of handicapped students. Using data from the North Carolina Competency Test, samples of handicapped and nonhandicapped pupils were compared on the following: initial MCT performance, participation in remediation, improvements in subsequent MCT, and eligibility for receiving high school diplomas. It was determined that nonhandicapped pupils generally fared better than the handicapped on all measures. However, sharp differences were found across categories of exceptionality, with results for learning-disabled and physically impaired students approaching those of the nonhandicapped sample. Findings for educable mentally retarded (EMR) pupils showed weak initial performances, high rates of school withdrawal after a MCT failure, and repeated MCT failure among those who remained in school. It is concluded that EMR students should, at a minimum, be provided with intensive remediation to achieve MCT mastery. Under the best of circumstances, however, it seems unlikely that a majority of EMR pupils could pass a high school MCT. It is suggested that MCT programs continue to include most exceptionalities, while exempting the mentally retarded.
Published Version
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