Abstract
For more than 20 years, an increasing number of states have mandated the passing of a minimum competency test (MCT) as a requirement for receiving a high school diploma. Despite years of practice, debate, and litigation, there is little understanding of the impact of minimum competency exit exams on the educational outcomes and experiences of students with learning disabilities (LD). In this article, we discuss the research related to MCTs and students with LD. Furthermore, we highlight concerns related to the use of tests that represent such high stakes for students.