Are we going to hear this week?

[Anonymous]

Anonymous wrote:Thi is so helpful. Since we are all here, can you smart folks help me with a basic question.

Is there an actual, hard COGAT cut-off score for AAP or is it more case-by-case?

There is not a hard cutoff for COGAT or NNAT. There is a cutoff for each of those to be "in pool" but to actually get into AAP it's based on the application package which consists of the parent referral, hw samples, and teacher evaluation (used to be GBRS but they changed it this year).

For the in pool cutoffs those aren't hard either, they are on a school by school basis. I think I read it was set so the top 10% of each school would be in pool, but I'm not as sure on that.

[Anonymous]

Anonymous wrote:Thi is so helpful. Since we are all here, can you smart folks help me with a basic question.

Is there an actual, hard COGAT cut-off score for AAP or is it more case-by-case?

132 used to be gold standard but how it’s a holistic approach. Scores, teacher ratings, work samples all have to support the case for need.

[Anonymous]

Starting to think we’re not gonna see those emails today.

[Anonymous]

Anonymous wrote:Starting to think we’re not gonna see those emails today.

there is a few more hours to midnight. Let's be optimistic. I may have to make a beer run.

[Anonymous]

If anything - folks correct me if I'm wrong here - it seems like the teacher form and rest of the packet may be more important than test scores, right? (Saying this as a mom with great test scores and not a super great teacher evaluation, frankly.)

[Anonymous]

Notification date is April 5. I heard from more than one teacher

[Anonymous]

Anonymous wrote:If anything - folks correct me if I'm wrong here - it seems like the teacher form and rest of the packet may be more important than test scores, right? (Saying this as a mom with great test scores and not a super great teacher evaluation, frankly.)

No one really knows,but DCUM consensus seems to be that HOPE/GBRS scores matter the most.

[Anonymous]

Anonymous wrote:

Anonymous wrote:If anything - folks correct me if I'm wrong here - it seems like the teacher form and rest of the packet may be more important than test scores, right? (Saying this as a mom with great test scores and not a super great teacher evaluation, frankly.)

No one really knows,but DCUM consensus seems to be that HOPE/GBRS scores matter the most.

That's based on a report by an outside committee from 2020 that said that for any given CogAT, a kid with a higher GBRS was 50% (!) more likely to get in than a kid with a lower one.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:If anything - folks correct me if I'm wrong here - it seems like the teacher form and rest of the packet may be more important than test scores, right? (Saying this as a mom with great test scores and not a super great teacher evaluation, frankly.)

No one really knows,but DCUM consensus seems to be that HOPE/GBRS scores matter the most.

That's based on a report by an outside committee from 2020 that said that for any given CogAT, a kid with a higher GBRS was 50% (!) more likely to get in than a kid with a lower one.

I mean the above seems kinda no duh to me. If two kids have the same COGAT and one has a higher GBRS, would expect odds to tilt in favor of one with higher GBRS.

[Anonymous]

It's just really annoying that the new HOPE scale is completely different and many of us did not receive any comments. At least the GBRS form had teacher comments on it. The HOPE form has nothing.

[Anonymous]

I would hope so. Qualitative insights trump quantitative any day.


quote=Anonymous]

Anonymous wrote:If anything - folks correct me if I'm wrong here - it seems like the teacher form and rest of the packet may be more important than test scores, right? (Saying this as a mom with great test scores and not a super great teacher evaluation, frankly.)

No one really knows,but DCUM consensus seems to be that HOPE/GBRS scores matter the most.

[Anonymous]

Anonymous wrote:I would hope so. Qualitative insights trump quantitative any day.


Are you kidding? No, the opinion of a second grade teacher who has minimal to zero training in identifying giftedness and has only known a student for 2-4 months in a class of 25-30, does not trump quantitative data.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I would hope so. Qualitative insights trump quantitative any day.


Are you kidding? No, the opinion of a second grade teacher who has minimal to zero training in identifying giftedness and has only known a student for 2-4 months in a class of 25-30, does not trump quantitative data.

I thought that the qualitative trumps quantitative poster was being facetious, but who knows? I'd go with quantitative/objective alone, if there were enough data points. Like iReady, NNAT, CogAT, OLSAT.

[Anonymous]

qualitative weighs more. Otherwise there would be a TJ problem (which they fixed). Test scores do no foster inclusiveness - they will prob get ride of testing down the road.

Remember when ap and honors classes had to be recommended? Now it’s up to the student whether or not


quote=Anonymous]

Anonymous wrote:

Anonymous wrote:I would hope so. Qualitative insights trump quantitative any day.


Are you kidding? No, the opinion of a second grade teacher who has minimal to zero training in identifying giftedness and has only known a student for 2-4 months in a class of 25-30, does not trump quantitative data.

I thought that the qualitative trumps quantitative poster was being facetious, but who knows? I'd go with quantitative/objective alone, if there were enough data points. Like iReady, NNAT, CogAT, OLSAT.

[Anonymous]

And now honors classes are slow and even remedial at times. AAP was the last gate kept, appropriately so, educational resource provided by FCPS. But as suspected, it will eventually be for all, which means for none. Glad my kid was able to take advantage of this fantastic resource before these changes.