This paper: (1) reviews the development and implementation of a test designed to assess the competencies of public high school students in Atlanta, Georgia, preceding their graduation; and (2) presents the results of indicator cluster correlations between the new "Basic Skills Tests" and other reading and mathematics basal tests currently in use in the Atlanta Public Schools. Areas tested included reading, mathematics, problem solving, writing, and speaking/listening. In regard to development of the Georgia test, the paper briefly describes: (1) the process by which the competencies examined were refined and validated, (2) the test item writing process, and (3) the initial field testing of the test among 10th grade students. A number of legal concerns related to competency-based graduation requirements are detailed, with an emphasis on validity, reliability, and potential bias. In addition, there is a brief discussion of the indicator correlations (shown in the appendix) with the Georgia Criterion-Referenced Tests, the Houghton Mifflin Reading series, the Holt Mathematics series, California Mathematics Tests, the Prescriptive Reading Inventory, and the Diagnostic Mathematics Series. (GC)