Abstract
This study investigates the relationship between school-level minimum competency testing (MCT) programs and student reading proficiency as measured by the 1983–1984 National Assessment of Educational Progress (NAEP). Comparisons of student-level proficiency out-comes within race/ethnic groups (White, Black, and Hispanic) were made after adjusting for individual and school-level variables for the 4th-, 8th-, and 11th- grade NAEP samples. In general, results indicated a higher level of proficiency among students in Grades 8 and 11 attending schools with MCT programs compared with their counterparts in schools without such programs. No advantage of attending such schools was identified for students in Grade 4.
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