High school students who had failed the North


Carolina Minimal Competency Test (MCT) were administered a battery of psychological tests prior to and following a 10-week remedial train-ing program. Those students who were given reattribution and success-only training and a con-trol group of students with a teacher’s aide were more likely to pass the MCT than the regular feedback and control with no aide groups. Fur-thermore, in the former three groups of stu-dents, self-esteem scores were higher and anxiety and depression scores lower than the scores in the latter two groups of students. The use of specific remediation programs for at-risk students are discussed. In recent years, the effectiveness of the public school system has been questioned. One result has been the development of the Minimal Competency Test (MCT), which is designed to assess the &dquo;survival&dquo; abilities of potential graduates. In most public school systems today, successful performance on the MCT has become a requirement for graduation with a diploma. Failure has thus become costly. Considering the price of failure, it becomes imperative to assess training tech-niques and to identify remediation methods that will improve the students’ chances for acquiring the minimal academic competency required for high school graduation. Students who fail the MCT typically have performed poorly throughout school. As such, they may have lower general and/or specific self-esteem than thei

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