CES kid low MAP-R score

[Anonymous]

My current CES 4th grader got only 226 on MAP-R. Seems the kids in class had similar scores in the 225-229 range with some outliers in the 235 range. My kid was never a 99 percentile in reading but the score seems low for a CES class. I wonder pre lottery how much variation was there in the scores. Meaning were most kids in the 99 percentile range with some outliers in the 90 or below range? Any insight?

[Anonymous]

What was their usual percentage and what is it now?

Fwiw my former CES kid now in 8th grade reported a low MAP score than usual.

[Anonymous]

According to DC pre-lottery most kids were in the 230s with some in the low 240s and outliers were 250. This is one of the CESes were the scores were public.

[Anonymous]

Anonymous wrote:What was their usual percentage and what is it now?

Fwiw my former CES kid now in 8th grade reported a low MAP score than usual.

Percentile hovers around low 90s (89-94), assuming its around 90 or so again. But I assumed kids in CES had higher scores.. so just wondering what it was like pre lottery?

[Anonymous]

PP again. I wouldn't worry about it OP. As long as your child can read and understand the books on the syllabus it really makes no difference. And many children have lower scores due to the pandemic and missing years of learning.

[Anonymous]

That score seems about what I'd expect after a year of virtual learning. When DC was in fourth grade CES they had around 236 but they remained there until they were back in person school 1.5 years later.

[Anonymous]

It is surprising but its a lottery, not highest scoring kids.

[Anonymous]

Wow. My 3rd grader - who was NOT accepted into CES - got a 234.

[Anonymous]

A lottery is not an appropriate way to select students for an academic enrichment program. There are a lot of heated discussions going on behind the scenes but Central Office is holding firm for now. I only wish there were some lawsuits to push them off sooner. Their policy discriminates against students who score highest on reputable and widely-accepted measures of achievement and goes against decades of research on how best to educate advanced learners.

To OP and others whose kids didn't score quite as high as they hoped, monitor what your children read - if they don't read texts that challenge them a little bit, their scores won't increase much. It's not the quantity, but the quality of reading that matters.

[Anonymous]

Anonymous wrote:A lottery is not an appropriate way to select students for an academic enrichment program. There are a lot of heated discussions going on behind the scenes but Central Office is holding firm for now. I only wish there were some lawsuits to push them off sooner. Their policy discriminates against students who score highest on reputable and widely-accepted measures of achievement and goes against decades of research on how best to educate advanced learners.

To OP and others whose kids didn't score quite as high as they hoped, monitor what your children read - if they don't read texts that challenge them a little bit, their scores won't increase much. It's not the quantity, but the quality of reading that matters.

There's more to kids' abilities than just that which testing shows. Any specific tool for measurement will artificially cut out some kids. How is that more fair?

[Anonymous]

Mine got 235 this most recent time but was at about 229 for the winter test. Scores higher in math. It doesn’t really matter.

[Anonymous]

I have a question about what MAP-R measures for MS students.

My daughter used to make steady improvement in ES, but once she got into MS, MAP-R stalled. She got 246 last spring, 243 last fall, and 245 just now as a 7th grader. I am just a little puzzled because she does read articles extensively over the past year, and, occasionally, books. It seems those efforts have no impact on her MAP-R, if not a negative one. I wonder why. In a stem magnet program, she is more inclined to reading information related to science rather than literature. But that should not matter, right?

[Anonymous]

Anonymous wrote:Wow. My 3rd grader - who was NOT accepted into CES - got a 234.

unfortunately, it's a lottery so many kids that would've been selected in the past get overlooked

[Anonymous]

Anonymous wrote:

Anonymous wrote:What was their usual percentage and what is it now?

Fwiw my former CES kid now in 8th grade reported a low MAP score than usual.

Percentile hovers around low 90s (89-94), assuming its around 90 or so again. But I assumed kids in CES had higher scores.. so just wondering what it was like pre lottery?

I can't tell if you are a troll trying to stir up drama or genuinely curious.

Your child made the cut-off for the lottery and then got lucky to have their number come up. Congratulations. I hope she's happy and making the most of the opportunity.

Whatever the numbers were pre-lottery is immaterial because that's not the system we have today, and inviting folks to complain about how their child got a 280 in 3rd grade but not a lucky lottery number is not going to help discourse on this board.

[Anonymous]

Our 5th grader is in CES and was accepted into the program before the lottery system started. She was 99th (99.9) percentile in reading in 3rd grade and the start of 4th grade, but then slipped to 98th percentile in 4th grade spring. This year for 5th grade CES she has slipped in percentiles even further down to a 90th percentile. We aren't concerned, because she is getting straight As and enjoying the CES program, but we were surprised.