CoGat Scores

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Just needed help understanding the following Cogat scores that I received from my DC's school:

quantitative battery: raw score 41, scaled score 133
non-verbal battery: raw score 37, scaled score 115
average scaled score 124

Would DC have a tough time qualifying for the AAP program? Also, out of curiosity, does a 124 scaled score translate into a 124 IQ WISC score?

Most of the kids get in through appeal. Please go for appeal.They borderline cutoff scores. Add few documents which explains/demonstrated the kids exceptional motivation to succeed or execeptional ability to learn some thing like that

About half the kids get in through parental referral, which is not appeal. 1/2 of the kids that appeal get in, but that is a small number (and usually have a WISC which is high).

If I see that score, I would assume the kid was prepped on the quantitative battery (easier to prep for than non-verbal).

Np. Why would you assume that. My DC is exponentially better in math than language arts, and that was reflected in scores. DC's teachers always comment on math being DC's strength. Not all kids are prepped if you see uneven scores. Luckily, or hopefully, you aren't the one making eligibility determinations.

Because the math is easier to prepare for. It is an assumption. I would look at other information.

You know what happens when you assume.

I am not saying your kid prepped. In general, A strong CogAT with weak everything else is not enough. Why? place the blame on test preparations. The school is trying to identify the kids that can benefit from AAP, not the kids that prep the best.

(if the GBRS is decent, it will not be an issue; but with weak supporting material, I would plan for a WISC).

As point of reference, my child had a 150 for non-verbal and a scaled 136 and did NOT get in. GBRS was 12 (she was new to the district in 2nd grade so they had very little frame of reference). They told me that non verbal was "irrelevant to classroom work," which was why she did not get in to AAP. So much for non-verbal being important to see the child wasn't prepped (which she wasn't BTW). She got in on appeal with a high GAI on the WISC (no FSIQ because of a huge difference in processing speed and the other tests -- red flag for ADHD that GMU testing didn't bother to point out and largely dismissed, but whatever).