Three conference sessions focused on attempts to implement minimum competency testing programs at various educational levels. In each of the sessions particular attention was paid to planning for the development of a minimum competency testing program; the processes of development, initiation, and interpretation of the results; and difficulties encountered at each stage. In addition, consideration was given to questions about the best measuring techniques and the advantages and disadvantages of various approaches to minimum competency test construction that have been used or suggested. Each session included case studies of a school system and a state effort to implement a minimum competency measurement program. A presentation by a measurement specialist was also made at each session. The complexity of minimum competency testing was brought out in the various case studies which provided insight into the realities of implementing a program in an area in which so many segments of the public have very strong opinions. Testing programs were shown to force professional educators, schools, and the public to make some difficult decisions about what competency is; what a diploma means; what should be done to best educate students; and how minimum competency testing programs may or may not meet community and student needs. (Author/GDC)