AAP admission stats 2015

[Anonymous]

As a prospective AAP parent, a couple things seem to pop out at me from this thread:

1. 130 NNAT + 140 COGAT and you should be in

2. however we're not accounting for age-grading - a late September kid's score is different from a January birthday, or even a redshirted kid - so age graded percentiles should be a better indicator

3. GBRS is some bullshit that is based on your kids' teacher - how much they like to write on the reports, etc. - and your SES. Let's face it, richer families have more money and time to donate to the schools. Don't you think the teacher will know more about your little Suzy if you're in the cadre of families that always provides the holiday snack treats, or volunteers in the class, or replenishes the gluestick stockpile? Unfortunate fact of life that's exacerbated by seeming over reliance on the GBRS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The DRA at the beginning of 2nd Grade was what it should be in 3rd grade. Also being instructed above grade level in both math and reading. Her progress report also has mostly 4s and a few 3s. Except in the first Q report where the teacher gave all 3s. In the parent teacher conf in the 1Q i remember the teacher commented that my child does not ask any questions in the class and she wants the child to speak up. Now i don't know if that would have affected GBRS.

If you get 3s in areas other than BS stuff like PE and Health, should you really be in AAP?

apparently YES! My kid had a number of 2's in first and second grade. Had 149 NNAT and 140 composite CogAt. His AAP teacher (3rd grade) thinks he is doing great (is also one of the youngest in his class -- disorganized, but tends to get 4's on almost all tests and top of the class on wordmasters challenge 2 out of 3 times this year). If his 1st and 2nd grade teachers had to make the decision, they would never have placed him in AAP. We almost didn't. Turns out it was a good fit.

Well, if I'm running the AAP program with the 149 and 140 I wouldn't care about his report cards (unless he's shivving his classmates) and put him in AAP.

If I had a smart kid getting 2s then I would be questioning the teachers first.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I don't remember the exact scores, but roughly:
NNAT high 120s
CogAt mid 130s. Individual scores ranged from high 120s to low 140s.
GBRS 16 for both 1st grade and 2nd grade. Haven't seen the commentary.
Late September birthday, so young for his class.

In pool due to composite CogAt. We did submit the questionnaire and optional materials.

Accepted.

GBRS was done in 1st grade? Yeah...

Not PP but Yes, I was provided a first grade GBRS score at the end of first grade year . Remember the first grade teacher knows the NNAT score of 1st grade student , so I was not surprised that GBRS was done that early . What I don't know is whether this report is submitted to the Central Committee . By the way, DC's GBRS scores are the same for both years .

[Anonymous]

Anonymous wrote:As a prospective AAP parent, a couple things seem to pop out at me from this thread:

1. 130 NNAT + 140 COGAT and you should be in

2. however we're not accounting for age-grading - a late September kid's score is different from a January birthday, or even a redshirted kid - so age graded percentiles should be a better indicator

3. GBRS is some bullshit that is based on your kids' teacher - how much they like to write on the reports, etc. - and your SES. Let's face it, richer families have more money and time to donate to the schools. Don't you think the teacher will know more about your little Suzy if you're in the cadre of families that always provides the holiday snack treats, or volunteers in the class, or replenishes the gluestick stockpile? Unfortunate fact of life that's exacerbated by seeming over reliance on the GBRS.

I don't know. My DD is one who got a 16 GBRS, and I've been a huge slacker parent this year on school stuff. I work full time, and do lots of outside-of-school volunteering. But I've yet to sign up to read to the class, have not set foot in the classroom for any kind of party, didn't go on any field trips, and we have monetary limits on gifts to teachers (holiday/birthday, etc.), so I just donated the suggested amount to a group gift. This is the first year I've taken a break from school volunteering, but we have a relatively new principal, new in the past two years AART, and it is our first encounter with my DD's teacher. So if I have a reputation...it's not a positive one!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The DRA at the beginning of 2nd Grade was what it should be in 3rd grade. Also being instructed above grade level in both math and reading. Her progress report also has mostly 4s and a few 3s. Except in the first Q report where the teacher gave all 3s. In the parent teacher conf in the 1Q i remember the teacher commented that my child does not ask any questions in the class and she wants the child to speak up. Now i don't know if that would have affected GBRS.

If you get 3s in areas other than BS stuff like PE and Health, should you really be in AAP?

apparently YES! My kid had a number of 2's in first and second grade. Had 149 NNAT and 140 composite CogAt. His AAP teacher (3rd grade) thinks he is doing great (is also one of the youngest in his class -- disorganized, but tends to get 4's on almost all tests and top of the class on wordmasters challenge 2 out of 3 times this year). If his 1st and 2nd grade teachers had to make the decision, they would never have placed him in AAP. We almost didn't. Turns out it was a good fit.

Well, if I'm running the AAP program with the 149 and 140 I wouldn't care about his report cards (unless he's shivving his classmates) and put him in AAP.

If I had a smart kid getting 2s then I would be questioning the teachers first.

How do you know he is top of the class in the Wordmasters challenge? For example, I know what my own child's scores were. I know that my own child did amazingly well on the test. I know that my own child received a certificate from the school for the challenges. I have no idea if she was at the top of the class, though. Perhaps other kids tied with her. How on earth would you know? You are guessing.

[Anonymous]

Anonymous wrote:As a prospective AAP parent, a couple things seem to pop out at me from this thread:

1. 130 NNAT + 140 COGAT and you should be in

2. however we're not accounting for age-grading - a late September kid's score is different from a January birthday, or even a redshirted kid - so age graded percentiles should be a better indicator

3. GBRS is some bullshit that is based on your kids' teacher - how much they like to write on the reports, etc. - and your SES. Let's face it, richer families have more money and time to donate to the schools. Don't you think the teacher will know more about your little Suzy if you're in the cadre of families that always provides the holiday snack treats, or volunteers in the class, or replenishes the gluestick stockpile? Unfortunate fact of life that's exacerbated by seeming over reliance on the GBRS.

I had wondered about how, if at all, age norms had an impact. Some were shocked earlier in the thread that my daughter with a 122 on both CogAt (highest subscore was 132 Verbal), and Naglieri was admitted, even though she had a 16 GBRS with very extensive commentary.

Do the numerical scores have weight for age (I realize the % do)? The reason I ask is that my daughter has a late September birthday, in fact, made the cutoff by only 6 days, and we sent her on time. I have always had the impression since K that her teachers have felt she is a leader, and an excellent student, in spite of the fact that she is the very youngest in her class every year. Honestly, when I sent her on time, when all my friends were red shirting September birthdays, I wondered if it would impact her chances to get into AAP if she seemed to need it.

[Anonymous]

Anonymous wrote:
I don't know. My DD is one who got a 16 GBRS, and I've been a huge slacker parent this year on school stuff. I work full time, and do lots of outside-of-school volunteering. But I've yet to sign up to read to the class, have not set foot in the classroom for any kind of party, didn't go on any field trips, and we have monetary limits on gifts to teachers (holiday/birthday, etc.), so I just donated the suggested amount to a group gift. This is the first year I've taken a break from school volunteering, but we have a relatively new principal, new in the past two years AART, and it is our first encounter with my DD's teacher. So if I have a reputation...it's not a positive one!

I concur with this. My kid got in. Not fabulous scores on the COGAT or Naglieri. Doesn't behave in the classroom. I'm a pain in the ass, but respectful, mother, who doesn't volunteer because I work, though I did when child was younger. If anything, I would say I've done things to make the school NOT like me. So, maybe they fear me? Or...the powers that be recognize my kid's GBRS.

[Anonymous]

Does anyone have insight on applying in later elementary (5th/6th grade)? Do they weigh SOL scores or something else more than CogAT at that point?

[Anonymous]

Anonymous wrote:As a prospective AAP parent, a couple things seem to pop out at me from this thread:

1. 130 NNAT + 140 COGAT and you should be in

2. however we're not accounting for age-grading - a late September kid's score is different from a January birthday, or even a redshirted kid - so age graded percentiles should be a better indicator

3. GBRS is some bullshit that is based on your kids' teacher - how much they like to write on the reports, etc. - and your SES. Let's face it, richer families have more money and time to donate to the schools. Don't you think the teacher will know more about your little Suzy if you're in the cadre of families that always provides the holiday snack treats, or volunteers in the class, or replenishes the gluestick stockpile? Unfortunate fact of life that's exacerbated by seeming over reliance on the GBRS.

I am shocked at this comment... Freedome of speech: you can comment on the system, the process, etc but saying money will buy your best GBRS is Out Of Line.

[Anonymous]

Anonymous wrote:Does anyone have insight on applying in later elementary (5th/6th grade)? Do they weigh SOL scores or something else more than CogAT at that point?

We have a bit of a unique situation due to our son's special circumstances. He has ADHD and some fairly serious visual processing issues (he's getting therapy for it) that made his NNAT and some subsets of the COGAT and WISC in 2nd grade very low, whereas other subsets were extremely high. Those high/low combo test scores kept him out of the pool in 2nd grade. 2nd grade teacher recommended we parent-refer, which we did, but he was not accepted into L-IV (never requested GBRS so don't know what that was). We did not pursue at the end of 3rd grade, but grades and SOLs were high. Found out during parent-teacher conferences in 4th grade that GBRS score at the end of 3rd grade was 14. We parent-referred this year during 4th grade (did not get additional testing done), and he was accepted for center L-IV for 5th grade. We aren't sure if we are going to send him. His confidence is really high where he is, and the lack of academic stress means he can focus on building social skills which are a challenge with the ADHD. On the other hand, we've been hearing all year how he is bored, and is not learning anything. Maybe he'd be bored at the L-IV, too, because to him school is just boring? Who knows.

Anyway, that was our experience.

[Anonymous]

Anonymous wrote:

Anonymous wrote:As a prospective AAP parent, a couple things seem to pop out at me from this thread:

1. 130 NNAT + 140 COGAT and you should be in

2. however we're not accounting for age-grading - a late September kid's score is different from a January birthday, or even a redshirted kid - so age graded percentiles should be a better indicator

3. GBRS is some bullshit that is based on your kids' teacher - how much they like to write on the reports, etc. - and your SES. Let's face it, richer families have more money and time to donate to the schools. Don't you think the teacher will know more about your little Suzy if you're in the cadre of families that always provides the holiday snack treats, or volunteers in the class, or replenishes the gluestick stockpile? Unfortunate fact of life that's exacerbated by seeming over reliance on the GBRS.

I am shocked at this comment... Freedome of speech: you can comment on the system, the process, etc but saying money will buy your best GBRS is Out Of Line.

Let's say it's time and support more than money. It hasn't gone unnoticed that certain moms suddenly appear to help out in 2nd grade, sometimes even crowding out other folks in covering volunteer activities. Again, am appreciative of all folks that volunteer - that's not my point.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The DRA at the beginning of 2nd Grade was what it should be in 3rd grade. Also being instructed above grade level in both math and reading. Her progress report also has mostly 4s and a few 3s. Except in the first Q report where the teacher gave all 3s. In the parent teacher conf in the 1Q i remember the teacher commented that my child does not ask any questions in the class and she wants the child to speak up. Now i don't know if that would have affected GBRS.

If you get 3s in areas other than BS stuff like PE and Health, should you really be in AAP?

apparently YES! My kid had a number of 2's in first and second grade. Had 149 NNAT and 140 composite CogAt. His AAP teacher (3rd grade) thinks he is doing great (is also one of the youngest in his class -- disorganized, but tends to get 4's on almost all tests and top of the class on wordmasters challenge 2 out of 3 times this year). If his 1st and 2nd grade teachers had to make the decision, they would never have placed him in AAP. We almost didn't. Turns out it was a good fit.

Well, if I'm running the AAP program with the 149 and 140 I wouldn't care about his report cards (unless he's shivving his classmates) and put him in AAP.

If I had a smart kid getting 2s then I would be questioning the teachers first.

How do you know he is top of the class in the Wordmasters challenge? For example, I know what my own child's scores were. I know that my own child did amazingly well on the test. I know that my own child received a certificate from the school for the challenges. I have no idea if she was at the top of the class, though. Perhaps other kids tied with her. How on earth would you know? You are guessing.

Not guessing. When the top score in the class is announced by the teacher (without the teacher mentioning the child's name) and the teacher says "we had one student get X score" === my kid who is given his score, is smart enough to figure out that if his score IS X, then he was the top score. He knows how many they had in their class who got X-1, X-2, X-3, X-4... X-10. He tells me the distribution (i.e. half scored below 10, etc.) He is very attuned to the scoring on all tests -- but not linking it to specific kids. Not guessing on this at all.

[Anonymous]

NNAT - 126
CogAT - 119
WISC IV - 136
GBRS - unknown (though encouraged to apply by teacher)

Not in pool
Accepted

[Anonymous]

Our letter came Friday the 1st

[Anonymous]

Anonymous wrote:

Anonymous wrote:As a prospective AAP parent, a couple things seem to pop out at me from this thread:

1. 130 NNAT + 140 COGAT and you should be in

2. however we're not accounting for age-grading - a late September kid's score is different from a January birthday, or even a redshirted kid - so age graded percentiles should be a better indicator

3. GBRS is some bullshit that is based on your kids' teacher - how much they like to write on the reports, etc. - and your SES. Let's face it, richer families have more money and time to donate to the schools. Don't you think the teacher will know more about your little Suzy if you're in the cadre of families that always provides the holiday snack treats, or volunteers in the class, or replenishes the gluestick stockpile? Unfortunate fact of life that's exacerbated by seeming over reliance on the GBRS.

I don't know. My DD is one who got a 16 GBRS, and I've been a huge slacker parent this year on school stuff. I work full time, and do lots of outside-of-school volunteering. But I've yet to sign up to read to the class, have not set foot in the classroom for any kind of party, didn't go on any field trips, and we have monetary limits on gifts to teachers (holiday/birthday, etc.), so I just donated the suggested amount to a group gift. This is the first year I've taken a break from school volunteering, but we have a relatively new principal, new in the past two years AART, and it is our first encounter with my DD's teacher. So if I have a reputation...it's not a positive one!

I am another slacker parent with a child who got a 16 GBRS. I never volunteered, never did the fundraisers, never gave gifts (except class fund donation), never sent in stuff, didn't show up to after school activities, and ignored my kids homework. My child earned his 16 GBRS without any help from me.