Abstract
Equality of educational opportunity within Minimum Competency Testing (MCT) is analyzed in terms of the distribution of outcomes, availability of remediation, and effectiveness of remediation for blacks and whites. Findings from a sample of participants in one statewide MCT program indicated substantial equality only in resource availability and effectiveness of math remediation. Negative outcomes, mainly in the form of test failures, occurred disproportionately among blacks, and reading remediation appeared to be less effective for blacks than whites. Because resource effectiveness may prove to be a critical test of equity within MCT programs, expanded efforts to bolster reading skills among low-achieving minority students may be needed.
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