Competency Testing and Dropouts (From Dropouts from School: Issues, Dilemmas, and Solutions, P 129-152, 1989, Lois Weis, Eleanor Farrar, et al., eds. -- See NCJ-129690)

• NCJ Number: 129697
• Author(s): A E Kreitzer; G F Madaus; W Haney
• Date Published: 1989
• Length: 24 pages
• Sale Source: California Correctional Peace Officers Assoc
• Publication Type: Program/Project Description
• Language: English
• Country: United States of America

Annotation

The effects of minimum competency testing (MCT) on dropout rates is explored.

Abstract

A review of the available research on the impact of MCT programs when used for promotion or graduation decisions shows a lack of evidence that testing lowers the dropout rates. However, there is evidence that MCT can encourage high risk groups to drop out of school early, dependent on how MCT is implemented. The nature of the testing programs in States with extremely high dropout rates and those with extremely low rates is compared regarding apparent effects on self-esteem, retention rates, and curricular content. Teaching MCT curricula by caring teachers in small classrooms could engage at-risk students into the learning process; however, in reality, MCT tends to convert curriculum into practice for the testing. Despite the existence of MCT for a decade, a clear evaluation of the effects is not available. Funding is required for carefully designed evaluations of MCT effects on students and curricula beyond the reporting of increasing passing rates.