Common MAP scores for UMC kid grade 3-5 at a “good school”. Private or public

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Yes, only provided national norms percentiles.

And ... what else do you want? If you want more, then go into the teacher and discuss the MAP scores. Ask them about the Class Growth Chart. It gives a district norm. I am not sure how much that will help you, though, if you're not satisfied with the national norm data. Certainly, no matter where you are located, it would be expected that an upper SES child would score better than a low SES child; however, beyond that you are splitting hairs if you expect that a "good school" will have a material effect on the outcome of a random test score. The trend data is going to be more important than anything else. Is your child showing continued improvement?

Yea, no lots of low SES kids can score high. Look at the immigrant Asian population with kids in school. It’s just not a specific group that PP above wants.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Yes, only provided national norms percentiles.

And ... what else do you want? If you want more, then go into the teacher and discuss the MAP scores. Ask them about the Class Growth Chart. It gives a district norm. I am not sure how much that will help you, though, if you're not satisfied with the national norm data. Certainly, no matter where you are located, it would be expected that an upper SES child would score better than a low SES child; however, beyond that you are splitting hairs if you expect that a "good school" will have a material effect on the outcome of a random test score. The trend data is going to be more important than anything else. Is your child showing continued improvement?

It’s not just SES. A good curriculum will cover content and knowledge and of course has an impact on the test scores. I’m not disputing growth trend is important but content knowledge is also absolutely important and directly tied to the curriculum.

Soooooo....you think your child's MAP score will somehow prove that your child's school isn't teaching grade level curriculum? Really? Why aren't you looking at the curriculum framework for the content area? Why haven't you gone in to talk to the teacher and/or principal about your concerns? Your child's performance on the MAP doesn't prove anything. A careful evaluation of the curriculum, the resources provided, the materials used in class, etc., all relate to the development of content knowledge in a child. One child's performance on the MAP does not.

That’s why looking at the distribution of scores and percentiles by school and grade, versus national averages helps eliminate noise.
The school has this info, it’s just not sharing it with parents.
The test can absolutely be used to flag potential learning differences, issues, gap between knowledge and performance. Especially if there arent other objective tests done throughout the year.

You don't get to know everything. Stay in your lane. If your kid is testing in the 40-60% area, then have your kid tested. Running administrators ragged trying to prove the curriculum is valid is a dumb waste of time for everyone, especially the children you're trying to "help." The MAP is one of the best tests out there and has tested over 10 million kids. Look at the results for your kid and go from there.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Yes, only provided national norms percentiles.

And ... what else do you want? If you want more, then go into the teacher and discuss the MAP scores. Ask them about the Class Growth Chart. It gives a district norm. I am not sure how much that will help you, though, if you're not satisfied with the national norm data. Certainly, no matter where you are located, it would be expected that an upper SES child would score better than a low SES child; however, beyond that you are splitting hairs if you expect that a "good school" will have a material effect on the outcome of a random test score. The trend data is going to be more important than anything else. Is your child showing continued improvement?

It’s not just SES. A good curriculum will cover content and knowledge and of course has an impact on the test scores. I’m not disputing growth trend is important but content knowledge is also absolutely important and directly tied to the curriculum.

Soooooo....you think your child's MAP score will somehow prove that your child's school isn't teaching grade level curriculum? Really? Why aren't you looking at the curriculum framework for the content area? Why haven't you gone in to talk to the teacher and/or principal about your concerns? Your child's performance on the MAP doesn't prove anything. A careful evaluation of the curriculum, the resources provided, the materials used in class, etc., all relate to the development of content knowledge in a child. One child's performance on the MAP does not.

That’s why looking at the distribution of scores and percentiles by school and grade, versus national averages helps eliminate noise.
The school has this info, it’s just not sharing it with parents.
The test can absolutely be used to flag potential learning differences, issues, gap between knowledge and performance. Especially if there arent other objective tests done throughout the year.

You don't get to know everything. Stay in your lane. If your kid is testing in the 40-60% area, then have your kid tested. Running administrators ragged trying to prove the curriculum is valid is a dumb waste of time for everyone, especially the children you're trying to "help." The MAP is one of the best tests out there and has tested over 10 million kids. Look at the results for your kid and go from there.

So all a school does is hand parents a RIT and national level percentile and say nothing else?!

Can only imagine how insightful their report cards are…

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Yes, only provided national norms percentiles.

And ... what else do you want? If you want more, then go into the teacher and discuss the MAP scores. Ask them about the Class Growth Chart. It gives a district norm. I am not sure how much that will help you, though, if you're not satisfied with the national norm data. Certainly, no matter where you are located, it would be expected that an upper SES child would score better than a low SES child; however, beyond that you are splitting hairs if you expect that a "good school" will have a material effect on the outcome of a random test score. The trend data is going to be more important than anything else. Is your child showing continued improvement?

It’s not just SES. A good curriculum will cover content and knowledge and of course has an impact on the test scores. I’m not disputing growth trend is important but content knowledge is also absolutely important and directly tied to the curriculum.

Soooooo....you think your child's MAP score will somehow prove that your child's school isn't teaching grade level curriculum? Really? Why aren't you looking at the curriculum framework for the content area? Why haven't you gone in to talk to the teacher and/or principal about your concerns? Your child's performance on the MAP doesn't prove anything. A careful evaluation of the curriculum, the resources provided, the materials used in class, etc., all relate to the development of content knowledge in a child. One child's performance on the MAP does not.

That’s why looking at the distribution of scores and percentiles by school and grade, versus national averages helps eliminate noise.
The school has this info, it’s just not sharing it with parents.
The test can absolutely be used to flag potential learning differences, issues, gap between knowledge and performance. Especially if there arent other objective tests done throughout the year.

This.

Teachers should flag students not teaching their potential for extra help or further exploration of why their intelligence isn’t matching their academic performance

[Anonymous]

Anonymous wrote:What percentiles are common around here? Arlington, Bethesda, private schools that do MAP not ERBs.

Trying to understand if we have a bad fit school, curriculum, teacher, or need LD testing. School isn’t saying anything.

Good public schools pyramids inside the beltway- as defined as good test scores, no absentee problems, active PTAs, vast majority of kids do their homework - are reading and doing math above grade level and are comfortable doing MAP tests. Thus do 75% tile to 99% in math and reading comp versus national percentiles.

There are pull outs for new students or kids with learning differences.

We’ve found that MCPS ES is quite transparent abo it begat they are covering, homework, report cards and testing results disclosed right away.

If a school- private, public or religious- was not I’d be suspicious of its curriculum or teacher style or even school philosophy.

[Anonymous]

I would hope for 75% or higher and if not at least 50% or higher and anything lower get your kid help.

[Anonymous]

I only know ERBs. Our school always couched the results saying “we teach hester we want, when we want so ERBs or whatever standardized tests don’t matter.”

Must be nice.

[Anonymous]

Anonymous wrote:I would hope for 75% or higher and if not at least 50% or higher and anything lower get your kid help.

Get a star eval or a free math test at kimono for placement and get more feedback. Often teachers don’t say a peep about a struggling or slow child. And doing remedial math in middle school will be worse than in 3rd grade…

[Anonymous]

Anonymous wrote:DC typically scored well above the 99% for math and usually 96%-98% for reading. We weren't in Arlington or Bethesda, just plain old Silver Spring.

Stays aren’t your strong suit, huh? No one can score “well above” the 99th percentile,

[Anonymous]

Anonymous wrote:

Anonymous wrote:DC typically scored well above the 99% for math and usually 96%-98% for reading. We weren't in Arlington or Bethesda, just plain old Silver Spring.

Stays aren’t your strong suit, huh? No one can score “well above” the 99th percentile,

Stats

[Anonymous]

Anonymous wrote:

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Unless the school provides their own numbers, the norm tables you will find on the internet are national norms.
In the DC area, UMC populations score higher on average compared to national numbers.

Yes, local norms are 2%-3% higher than national, so not as significant as some suggest. I know this because MCPS publishes a bar graph showing the difference between their score, local and regional norms every time my kids take these tests.

[Anonymous]

Anonymous wrote:

Anonymous wrote:DC typically scored well above the 99% for math and usually 96%-98% for reading. We weren't in Arlington or Bethesda, just plain old Silver Spring.

Stays aren’t your strong suit, huh? No one can score “well above” the 99th percentile,

By well above, I mean the difference between their score and a person just at the 99% is similar to the difference between someone at the 99% and the 75%.

[Anonymous]

The elementary school I work at (MCPS focus school) and the mean in my 5th grade class is 28th percentile, mean for the grade level is 50th percentile, and for the county 52nd percentile (210 for 5th grade).

So based on the individual classroom, results can vary greatly. 2 classrooms in my school have mean scores above the county average while mine is well below (SPED, ELD). All classrooms are getting the same instruction and I am known as the strongest teacher which is why I have the more challenging class.

I wouldn’t worry about the classroom your child is in. If the scores aren’t want you want, make sure they are getting the basics at home. Can they add/subtract/multiply/divide? Can they manipulate decimals and fractions?

[Anonymous]

My younger kid (3rd grade) who is bright but has ADHD and struggles with school scored over 90th percentile on both math and reading this Fall.

The older kid (6th grade) who is more academically inclined and was flagged as gifted in school is all over the place on MAP scores, especially reading. They ranged from 65th to 91st percentile with no discernible growth pattern in the actual raw scores. She is anxious about tests and highly affected by the environment of the room she’s resting in.

I don’t put too much stock in MAP tests.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:DC typically scored well above the 99% for math and usually 96%-98% for reading. We weren't in Arlington or Bethesda, just plain old Silver Spring.

Stays aren’t your strong suit, huh? No one can score “well above” the 99th percentile,

By well above, I mean the difference between their score and a person just at the 99% is similar to the difference between someone at the 99% and the 75%.

Then you mean with a raw score well above the minimum raw score for the 99th percentile.