During 1989, Florida citizens, educators, and students engaged in an intensive discussion about the passing score standards for the College Level Academic Skills Test (CLAST), which were scheduled to increase in August 1989. There was concern that the higher requirements would result in failure rates, particularly among Black and English as a Second Language (ESL) students, that were unacceptable. These concerns were reinforced by available data indicating that Black and Hispanic students do not perform as well on the CLAST as White students. In August 1989, the Board of Education confirmed a two-step approach to the raising of CLAST passing scores and requested that an ad hoc task force be formed to study the impact of the CLAST on minorities and formulate recommendations for the improvement of minority performance on the CLAST. This report by the task force examines the literature on at-risk students and reasons for poor performance which include social influences, learner characteristics, and academic factors. Research on the impact of the CLAST on minority students is reviewed, covering: (1) 1987-88 and 1988-89 CLAST results for first-time examinees in all public institutions by ethnic group (Black, White, and Hispanic); (2) March 1988 cohort scores on essay, reading, English language skills, and mathematics; and (3) estimated student performance based on approved passing scores. The remaining sections of the report provide recommendations for K-12 education, postsecondary education, and testing and reporting. Contains 34 references. (KP)