MAP M scores 6th grade

[Anonymous]

MAP-M Scores - My 6th grader kid took finished her MAP M today and got a score of 248 - which is 8 less than her 5th grade spring score. She says one of her class kid mentioned something like that they will hold back 10 points from their score and apply it to transcript. Not sure if she misunderstood or the kid said something incorrect.
could someone enlighten if there is there anything like this ?

[Anonymous]

Have not heard anything like this. Ask the teacher for the report.

[Anonymous]

I've never heard of anything like that, but it is common for scores to drop in 6th grade because they switch to a different version of the test (there's a K-2 version, a 2-5 version that MCPS starts in 3rd grade, and the 6+ version). Plus fall scores often drop a bit because of summer slide.

You can see from this site that a 248 on the fall is 98th percentile for fall of 6th grade, and a 256 is 98.7th percentile for spring of 5th grade. So even though the score dropped it doesn't seem like anything to worry about. https://sites.google.com/view/nweapercentilecalculator

[Anonymous]

No idea what she is talking about but she did fantastic.

[Anonymous]

Anonymous wrote:No idea what she is talking about but she did fantastic.

(It's a humble brag)

[Anonymous]

No, there is no partial withholding of scores.

However, as a PP said, the test version is different - now your kid is doing the 6-12th grade version. There is always a little stagnation or dip in scores when the kids go from one format to the other, since the bank of questions is different and harder. And it might not change much in terms of percentiles anyway.

[Anonymous]

You probably should have done more enrichment over the summer to avoid the summer slide

[Anonymous]

Anonymous wrote:You probably should have done more enrichment over the summer to avoid the summer slide

Or just allow your child to be an average kid and be happy.

[Anonymous]

Sigh...In response to the just-let-them-be-average-&-happy commentaries, not all students are happy with that -- some need to stretch more to keep engaged and are decidedly unhappy otherwise.

Anonymous wrote:Kids have different educational needs within the instructional bailiwick assigned to K-12 public education. County, state and national laws, policies & regulations define requirements for meeting these needs. Though school systems, schools and teachers can, and, in many cases, do, provide for more than that which is required, they are not always perfect in meeting the requirements, themselves.

When that is the case, it is within the rights of students and their families to request that the fulfillment gap be addressed. If they find resistance to a school's doing so, it is within their rights to escalate, either within the school system or without, to ensure that requirements are met.

If a need is not addressed by a requirement, it is within the rights of students and their families to advocate either for the need to be met by the school/school system independent of a requirement or for a new requirement to be created by one of the noted avenues for doing so.

Among these requirements are those for students with special needs.
One example would be a student who requires accommodation for visual impairment. There are a number of laws, policies and regulations at all three levels that address this.

Maryland state law requires schools to identify gifted needs among students and to meet those needs. MCPS policies and regulations mirror this. Not all families know this. Not all schools adhere to the spirit. The more that families become aware, and the more they exercise their rights to request/escalate/advocate, the better schools will become at addressing the need.