5th Grade Map-M Scores
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Anonymous
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Are there any guidelines for what level math class students should be placed in based on their scores?
My child hasn't been having the best time in compacted math and we have to figure out what class she should take next year. Her teacher has recommended repeating Math 6 to help with her confidence and skills, but I also don't want her to be bored. So now that we have the end of 5th grade Map scores and I am wondering where it places her. (Her score was 238) Thank you. |
Anonymous
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238 is borderline ready for AMP 6+ / Math 7.
If you want to do that, you should practice Khan over the summer to get confident. 250 for AMP 7+/AIM 260 for Algebra. |
Anonymous
| I would either take the teachers recommendation to do AMP6 or sign up for AMP 6+. The goal should be solid foundation and confidence. |
Anonymous
| is AIM no longer an option? It’s not listed on mcps website |
Anonymous
This doesn't sound right. I'd read that schools like Frost place students with 250 plus in algebra. |
Anonymous
Where did you read that and when? |
Anonymous
It was discussed here within the past few years. Also,240+ was the gold standard for AIM. Only some schools accelerate 6th graders to Algebra but 250+ was the standard for the places that did it. |
Anonymous
AIM is an option for 6th graders only. IM (for 7th graders) is gone. |
Anonymous
| I would enroll in 6+. That will slow down the acceleration a bit but still get to algebra in 8th. We are in AIM this year (kid was in 250s last year in MAP-M) and it uses curriculum 2.0, which is terrible. |
Anonymous
| I know some kids scores 250+ at 3rd and still placed in math 4/5 at 4th grade so MAP-M score does not really matters... |
Anonymous
The discussion indicated that was based mostly on elementaries that acceded to family interest, combined with outside enrichment/acceleration, to offer AIM to 5th graders. There are a very few individual students throughout the system that are identified for such grade-skipping acceleration (above the generally available compaction), but that effort at individual identification appears to be very variable at the different ES's, with the suspicion that schools addressing the needs of highly variable populations might not have the resources/energy to pursue related assessment and that some administrators might be less supportive of such advancement in the first place. |
Anonymous
| New to all this so thank you for those responding. How are kids placed? From score or is it teacher recommendation? My kids score would put them in algebra but I feel like the teacher would recommend going lower. |
Anonymous
AIM (and IM) are being phased out. AMP7+ is the replacement. Each presents some possible curricular gap between Math 5/6 and Algebra, but AMP7+ is from the same curriculum as the current Algebra, and the compaction, there, which is paired with AMP6+ for those beginning acceleration in MS or slowing down a bit from Math 5/6 in elementary, moves modules around such that much of the spiral (concept repetition from grade to grade with additional depth as one goes) is only covered once, so that one doesn't really miss the first half of the 7th curriculum by going from 5/6 straight to 7+. If the class can get through the body of 7+ more quickly than the expected pace, the teacher can use time to cover any of the remaining gaps. The spiral tends to make those not too important in the first place, but overacceleration vs. underlying ability, which might come with heavily pushed prep/exposure to achieve a certain MAP RIT score, can make those gaps harder to overcome with the expected aplomb, and a few have then had difficulty with certain parts of Algebra, despite the standard pace of that required course being slower than any of the acceleration that may have preceded it. |
Anonymous
| Think long term as well as in the immediate. If she stays on the advanced track she will be on that track through high school and high level math jr and sr years. |
Anonymous
Initial placement is by the MS math lead, using MCPS guidelines and ES teacher input. Families can request different placement, and shifts can occur during the year, if associated student need is identified. Sometimes this requires shifts in other classes for scheduling. If there is a particular class placement sought, communication with the Math lead might allow them to consider that when they are figuring things. While most are receptive to the input, I wouldn't expect them to provide a guarantee right away. |