Minimum Competencies

At its core, the educational process serves as the means by which individuals develop themselves intellectually, emotionally, psychologically, philosophically, and artistically. It is widely agreed that there should be a minimum level of competency expected on a wide range of subject matter as a base to build on; minimum competencies are the expectations of achievement for each student at specified levels of learning.

In keeping with the requirement for students and staff to meet the minimum competencies in a wide array of contextual settings, it is important to maintain a focus on opportunities to maximize learning. Ideally, the development of minimum competencies through competency-based reform will help ensure that all children will receive an equivalent level of education. All students must meet the minimum requirements regardless of differences in teachers, economics, disabilities, or school or community factors. Minimum competencies allow for consistency and continuity of learning. Through the utilization of minimum competencies, school officials are more effectively able to measure a student's progress in the fundamental areas of reading, writing, arithmetic, and language, as well as an individual's capacity to learn.

The late Mortimer Adler maintained from the 1970s until his death in 2001 that the curriculum should be standardized for all. Teachers and curriculum directors are better able to plan a school's or a district's curriculum for students who are assumed to follow it from start to finish, kindergarten through graduation. A set of consistent standards also allows for greater accountability of those who have received the public trust. Through the use of minimum competencies, one could reason that teachers would have a better grasp of expectations and assessment. The determination of minimum competencies defines the expectations of all students.

Throughout history, learning has taken place with or without formal schooling. However, compulsory education has increased the learning opportunities for individuals. One could argue that without compulsory education laws (and more recently the No Child Left Behind legislation), and without defined minimum competencies, U.S. society would be of lesser educational quality. There should be a minimum level of competency expected on a wide range of subject matter as a base of knowledge upon which to build. However, a regimented standardized curriculum, depending on how it is designed and implemented, could pose concerns.