Top % for aap?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I noticed at our high ses school that many kids would transfer in to aap from other less rigorous schools where it is likely much easier to get in. How is that fair?

You have the same ability to do it as they do. Go ahead and move to crest wood or Annandale terrace if you’re worried your kid won’t make the cut off at your current school. That’s just for in pool anyway—you can still parent refer with any score at any school.

This. The pool isn't the whole picture. It's just one way they screen, and it's primarily a way to capture the kids who aren't parent referred. Don't overthink it.

[Anonymous]

The pool doesn’t matter. You can always parent or teacher refer and the file will be reviewed by the central committee.

[Anonymous]

None of this will matter if you have a gifted kid (top 2%).

[Anonymous]

Anonymous wrote:I noticed at our high ses school that many kids would transfer in to aap from other less rigorous schools where it is likely much easier to get in. How is that fair?

AAP is not that big a deal. I am really not that sure why so many people are worried about it. If your kid is at a school with super high in-pool cut offs, they are at a school with a good number of kids in the regular classroom who are likely ahead. The Teachers are aware of this and the regular curriculum will reflect that. If your kid is at a school with a lower in-pool cut off then they are probably going to need the LIV class more because they are going to have fewer peers in the regular class.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I noticed at our high ses school that many kids would transfer in to aap from other less rigorous schools where it is likely much easier to get in. How is that fair?

AAP is not that big a deal. I am really not that sure why so many people are worried about it. If your kid is at a school with super high in-pool cut offs, they are at a school with a good number of kids in the regular classroom who are likely ahead. The Teachers are aware of this and the regular curriculum will reflect that. If your kid is at a school with a lower in-pool cut off then they are probably going to need the LIV class more because they are going to have fewer peers in the regular class.

We’re at a high performing, high SES center school and there is a huge difference between AAP and base both in curriculum and cohort. I have children in both programs and it absolutely makes a difference.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I noticed at our high ses school that many kids would transfer in to aap from other less rigorous schools where it is likely much easier to get in. How is that fair?

AAP is not that big a deal. I am really not that sure why so many people are worried about it. If your kid is at a school with super high in-pool cut offs, they are at a school with a good number of kids in the regular classroom who are likely ahead. The Teachers are aware of this and the regular curriculum will reflect that. If your kid is at a school with a lower in-pool cut off then they are probably going to need the LIV class more because they are going to have fewer peers in the regular class.

We’re at a high performing, high SES center school and there is a huge difference between AAP and base both in curriculum and cohort. I have children in both programs and it absolutely makes a difference.

+1 It does matter. If your child is high performing but doesn't get into AAP, he/she will probably spend a lot of time on a device doing independent work while the teacher works with struggling students. Our center pulls Level III kids into AAP classes to help combat this problem, so those kids are basically in AAP but do not have the official designation. I don't know if all FCPS centers do this.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I noticed at our high ses school that many kids would transfer in to aap from other less rigorous schools where it is likely much easier to get in. How is that fair?

AAP is not that big a deal. I am really not that sure why so many people are worried about it. If your kid is at a school with super high in-pool cut offs, they are at a school with a good number of kids in the regular classroom who are likely ahead. The Teachers are aware of this and the regular curriculum will reflect that. If your kid is at a school with a lower in-pool cut off then they are probably going to need the LIV class more because they are going to have fewer peers in the regular class.

We’re at a high performing, high SES center school and there is a huge difference between AAP and base both in curriculum and cohort. I have children in both programs and it absolutely makes a difference.

The gap is magnitudes higher at some Title I schools. There are classrooms in early ES grades where the majority are learning English and are equally illiterate in their native language. The kids in those classrooms who do qualify for AAP deserve an escape valve even if the threshold for in-pool is lower. Based on the level of their surroundings, the need for an advanced program for bright kids in low-SES environments outweighs the need for an advanced program for bright kids in high-SES environments. That is the pillar of local building norms.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I noticed at our high ses school that many kids would transfer in to aap from other less rigorous schools where it is likely much easier to get in. How is that fair?

AAP is not that big a deal. I am really not that sure why so many people are worried about it. If your kid is at a school with super high in-pool cut offs, they are at a school with a good number of kids in the regular classroom who are likely ahead. The Teachers are aware of this and the regular curriculum will reflect that. If your kid is at a school with a lower in-pool cut off then they are probably going to need the LIV class more because they are going to have fewer peers in the regular class.

We’re at a high performing, high SES center school and there is a huge difference between AAP and base both in curriculum and cohort. I have children in both programs and it absolutely makes a difference.

I have to disagree. We are also at a HIGH SES center and have kids in both. The 3rd and 4th grades classrooms are doing the same work in everything but math. Same projects, papers etc. The LA teachers are always incorporating AAP curriculum into their weekly lessons(Jacobs Ladder, and others) Granted it is not everyday. And at least 3rd and 4th grade Social studies/Sci and VA History/ Sci are the exact same AAP curriculum. Stated by admin and teachers. The Regular classrooms can get away with less of a standard in terms of grading but plenty of kids put as much effort into assignments and group discussions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I noticed at our high ses school that many kids would transfer in to aap from other less rigorous schools where it is likely much easier to get in. How is that fair?

AAP is not that big a deal. I am really not that sure why so many people are worried about it. If your kid is at a school with super high in-pool cut offs, they are at a school with a good number of kids in the regular classroom who are likely ahead. The Teachers are aware of this and the regular curriculum will reflect that. If your kid is at a school with a lower in-pool cut off then they are probably going to need the LIV class more because they are going to have fewer peers in the regular class.

We’re at a high performing, high SES center school and there is a huge difference between AAP and base both in curriculum and cohort. I have children in both programs and it absolutely makes a difference.

The gap is magnitudes higher at some Title I schools. There are classrooms in early ES grades where the majority are learning English and are equally illiterate in their native language. The kids in those classrooms who do qualify for AAP deserve an escape valve even if the threshold for in-pool is lower. Based on the level of their surroundings, the need for an advanced program for bright kids in low-SES environments outweighs the need for an advanced program for bright kids in high-SES environments. That is the pillar of local building norms.

Yes, I understand the gap is magnitudes higher at title I schools, but that doesn’t mean the needs of advanced kids at high performing schools shouldn’t also be met. That’s the failing of this move to local building norms.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I noticed at our high ses school that many kids would transfer in to aap from other less rigorous schools where it is likely much easier to get in. How is that fair?

AAP is not that big a deal. I am really not that sure why so many people are worried about it. If your kid is at a school with super high in-pool cut offs, they are at a school with a good number of kids in the regular classroom who are likely ahead. The Teachers are aware of this and the regular curriculum will reflect that. If your kid is at a school with a lower in-pool cut off then they are probably going to need the LIV class more because they are going to have fewer peers in the regular class.

We’re at a high performing, high SES center school and there is a huge difference between AAP and base both in curriculum and cohort. I have children in both programs and it absolutely makes a difference.

I have to disagree. We are also at a HIGH SES center and have kids in both. The 3rd and 4th grades classrooms are doing the same work in everything but math. Same projects, papers etc. The LA teachers are always incorporating AAP curriculum into their weekly lessons(Jacobs Ladder, and others) Granted it is not everyday. And at least 3rd and 4th grade Social studies/Sci and VA History/ Sci are the exact same AAP curriculum. Stated by admin and teachers. The Regular classrooms can get away with less of a standard in terms of grading but plenty of kids put as much effort into assignments and group discussions.

+1 my experience too.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I noticed at our high ses school that many kids would transfer in to aap from other less rigorous schools where it is likely much easier to get in. How is that fair?

AAP is not that big a deal. I am really not that sure why so many people are worried about it. If your kid is at a school with super high in-pool cut offs, they are at a school with a good number of kids in the regular classroom who are likely ahead. The Teachers are aware of this and the regular curriculum will reflect that. If your kid is at a school with a lower in-pool cut off then they are probably going to need the LIV class more because they are going to have fewer peers in the regular class.

We’re at a high performing, high SES center school and there is a huge difference between AAP and base both in curriculum and cohort. I have children in both programs and it absolutely makes a difference.

The gap is magnitudes higher at some Title I schools. There are classrooms in early ES grades where the majority are learning English and are equally illiterate in their native language. The kids in those classrooms who do qualify for AAP deserve an escape valve even if the threshold for in-pool is lower. Based on the level of their surroundings, the need for an advanced program for bright kids in low-SES environments outweighs the need for an advanced program for bright kids in high-SES environments. That is the pillar of local building norms.

Yes, I understand the gap is magnitudes higher at title I schools, but that doesn’t mean the needs of advanced kids at high performing schools shouldn’t also be met. That’s the failing of this move to local building norms.

I think that everyone is trying to say that local building norms don't really matter. Just parent refer your kid. Your file will get put in front of the selection committee just like everyone else. For every AAP kid with a high COGAT, there is another AAP kid who did not have a high COGAT but had other good stuff in their referral package.

[Anonymous]

Anonymous wrote:None of this will matter if you have a gifted kid (top 2%).

It is not top 10% of national testing. It is top 10% of the individual school. This area is very highly educated and some schools boundaries are extremely highly educated such that more than 20% of the students score above the 98th percentile.

[Anonymous]

Anonymous wrote:

Anonymous wrote:None of this will matter if you have a gifted kid (top 2%).

It is not top 10% of national testing. It is top 10% of the individual school. This area is very highly educated and some schools boundaries are extremely highly educated such that more than 20% of the students score above the 98th percentile.

I get where you're coming from... but given the population density and sheer volume of kids... that math just isn't mathing statistically. I would believe a few points swing given the education level of the community... but 10?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:None of this will matter if you have a gifted kid (top 2%).

It is not top 10% of national testing. It is top 10% of the individual school. This area is very highly educated and some schools boundaries are extremely highly educated such that more than 20% of the students score above the 98th percentile.

I get where you're coming from... but given the population density and sheer volume of kids... that math just isn't mathing statistically. I would believe a few points swing given the education level of the community... but 10?

I recently saw an MCPS document that show the top 15% at a low farms school is roughly 95% nationally, but the top 15% at a high-FARMS school is around 60% nationally. I would imagine FCPS is similar.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:None of this will matter if you have a gifted kid (top 2%).

It is not top 10% of national testing. It is top 10% of the individual school. This area is very highly educated and some schools boundaries are extremely highly educated such that more than 20% of the students score above the 98th percentile.

I get where you're coming from... but given the population density and sheer volume of kids... that math just isn't mathing statistically. I would believe a few points swing given the education level of the community... but 10?

I recently saw an MCPS document that show the top 15% at a low farms school is roughly 95% nationally, but the top 15% at a high-FARMS school is around 60% nationally. I would imagine FCPS is similar.

DP. This is for standardized tests and not IQ tests. 20% of the kids at a high SES school are not "top 2% gifted." They often can score in the top 2% on easily prepped tests like CogAT or on standardized achievement tests. In FCPS, when so many kids are scoring above a 132 on the CogAT, it doesn't mean that the area is Lake Wobegon. It just means that a lot of families are prepping for the CogAT.