How do Adolescents Perform on a Statewide Minimum Competency Test?

Abstract

The purpose of this research was to compare the performance of mildly handicapped and nonhandicapped students on a test designed to measure functional literacy in math and communication skills. Random samples of 300 students were drawn from performance data available for all students participating in a statewide assessment program. Separate item scores as well as percentages of mastery on specific skills and standards were analyzed. Performance of students with individual handicapping conditions on the two standards (communication and mathematics) was compared across exceptional student groups and with the performance of nonhandicapped peers. A high percentage (87.0%) of non-handicapped students demonstrated mastery levels of performance on the communication and mathematics items. Students classified as emotionally handicapped (EH) and learning disabled (LD) achieved mastery within 5% of one another on the communication and mathematics items and performance of students classified as educably mentally handicapped (EMH) was far below that of other exceptional students. In general, scores were highest in communication skills involving writing (i.e., being able to complete money orders, checks, and common forms) and in mathematics skills involving the use of equivalent amounts of change and currency.

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