Can a sixth grader take algebra 1?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid took Algebra in 6th, and I'm not sure I would do it over again. We homeschooled for 5th, but took the MAP tests at our local ES. When enrolling for 6th, I provided the scores and requested placement in AIM. Based on the MAP score alone, the school recommended Alg. 1. But, while my kid managed the material fine, the workload was unexpectedly hard, on top of feeling somewhat singled out in the class (with only one other 6th grader). So I would only recommend it if your kid can really handle the volume and workload. If you have *any* doubts, I'd recommend you stick with AIM.

All I know is my 6th grader, whose MAP-M was higher than the reported average of 8th graders admitted to Blair SMCS, was not eligible for Algebra in 6th. The lack of consistency here is annoying.

Scores from 5th grade are not comparable to scores from 8th grade - it's a different test. (I agree that the lack of consistency in admissions across schools is awful, however.)

Their score was from the beginning of 6th, and the same is given in grades 6-8.

[Anonymous]

I tried for Dc in 6th grade. The fall map-m was 273. Teacher said the score was not good enough for skipping IM.

[Anonymous]

Anonymous wrote:I tried for Dc in 6th grade. The fall map-m was 273. Teacher said the score was not good enough for skipping IM.

That's 20 points above the 99th percentile. At Frost Id read the cutoff was 250. It sounds like no score would be high enough at your school in other words they don't do this.

[Anonymous]

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

[Anonymous]

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Obviously you are clueless about how NWEA norms works. Given only 28% kids meet the grade level performance in MCPS, most in high school probably do not understand calculus anyway. Those are not the kids we are talking about. We are talking about exceptional kids who have strong analytical and problem solving skills. Kids who enjoy the mathematics. These kids are way ahead of the course materials that is thought in the classrooms.

[Anonymous]

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid took Algebra in 6th, and I'm not sure I would do it over again. We homeschooled for 5th, but took the MAP tests at our local ES. When enrolling for 6th, I provided the scores and requested placement in AIM. Based on the MAP score alone, the school recommended Alg. 1. But, while my kid managed the material fine, the workload was unexpectedly hard, on top of feeling somewhat singled out in the class (with only one other 6th grader). So I would only recommend it if your kid can really handle the volume and workload. If you have *any* doubts, I'd recommend you stick with AIM.

All I know is my 6th grader, whose MAP-M was higher than the reported average of 8th graders admitted to Blair SMCS, was not eligible for Algebra in 6th. The lack of consistency here is annoying.

Scores from 5th grade are not comparable to scores from 8th grade - it's a different test. (I agree that the lack of consistency in admissions across schools is awful, however.)

Their score was from the beginning of 6th, and the same is given in grades 6-8.

The test changes once you hit algebra. So, your child's score may not be the same as a child taking algebra.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Obviously you are clueless about how NWEA norms works. Given only 28% kids meet the grade level performance in MCPS, most in high school probably do not understand calculus anyway. Those are not the kids we are talking about. We are talking about exceptional kids who have strong analytical and problem solving skills. Kids who enjoy the mathematics. These kids are way ahead of the course materials that is thought in the classrooms.

The tests changes and many people don't realize that. Its not all the same test for each child K-12.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:There are no schools in the whole county except for Frost that I know of that "offer" Algebra I in 6th in a pretty open way.

Quite a few other middle schools allow it for individual students on a case by case basis. No, TPMS does not offer it. Neither do any of the other magnets. Because of the nature of the magnet they may have a higher concentration of individual students who were allowed acceleration but there are cases of 1 to 2 students everywhere.

My child is one of them but I wouldn't dare say what school because they may be the only one Many parents don't mention it for the very reason you are seeing on this thread which is a lot of hostility and people putting down other kids and questioning why their own child can't get something too.

Right - I have known occasional cases in Rockville cluster (Wood MS). This is very rare, but the handful of cases, at least about 3-4 years ago (before it became a thing at Frost), were spread out, including in some DCC schools. I believe it is still the case. There was also this thread a few weeks ago started by a DCC parent about math options after algebra 2 in eighth grade. https://www.dcurbanmom.com/jforum/posts/list/1076564.page

(Also, because it is usually rare, parents of these kids are not going to give out the school name on a public forum like DCUM.)

One correction: TPMS does offer to some students; but only if the student has done AIM (if they are from MCPS, and until a couple of years ago it was almost noone) or they have done something equivalent if they are from outside MCPS. Almost every year they used to get a small handful of kids from out of MCPS - privates, home schooled or from out of the country - that qualify for Algebra in sixth grade.

Anyone who says schools in affluent areas provide this kind of acceleration is spouting nonsense. There are advanced learners in Whitman/WJ/Churchill clusters who are denied this kind of acceleration. This seems to depend more on the specific principal/teacher/etc.

TPMS emphatically does not "offer" the class for 6th graders in the way Frost does with a significant number of kids taking it and jumping past AIM. TPMS has very small number of kids who were already accelerated mostly due to being homeschooled, in private school or abroad, and they are just proceeding along their normal sequence. They just happen to be 6th graders. It's not like any student who goes there can sign up for Alg. 1 in 6th. In fact, it's actively discouraged no matter what the MAP score due to their 6th grade math already being very in depth and different from other MCPS math. I'm sure someone will find the one exception of the extraordinary math student who did skip AIM at TPMS but it did not happen in the three years my child has been there. I did hear that there was a child from a few years ago who might be at Blair now who did that but that child was apparently light years ahead of any of the other children and that cannot be measured by MAP alone.

The schools offering it are doing it because many smart kids are not offered spots in TPMS, like mine. AIM is basically pre-algebra. Comparing what happens in TPMS to a regular school/6th grade algebra really isn't even comparable. TPMS has a curriculum for acceleration so it makes sense for them not to offer it. Its something parents should consider when deciding to accept the spot or not. No schools offer 6th grade Algebra. The students are put in 7th/8th grade Algebra (though they try to keep them with mostly 7th graders) and then they move on to Geometry and are put with 8th graders. Some MS, if they have enough students and a teacher qualified, offer Algebra 2 and other kids have to go to the high school.

Many of the kids I know doing it (not TPMS) are generally smart kids and/or the parents supplemented at home themselves (what we did), had tutors or did something like Kumon. We worked ahead in ES because the curriculum didn't cover what we thought it should and was lacking in basics such as teaching kids the math facts and traditional ways. Ours hated all the strategy work so we taught them old school math, which is probably why the MAP scores were higher. To get the higher MAP scores, it isn't strictly IQ, but also working ahead either with workbooks or tutor/tutoring programs (or just a really smart kid).

I find it interesting that my child tested higher in MAP than the kids offered the TPMS spots and my child wasn't offered a spot (before the new lottery).

However, there is not a huge advantage to skipping AIM and doing Algebra in 6th vs. 7th. But, there should be consistency and it offered in all the schools but the issue really comes in when it comes to what happens with Algebra 2 and can the MS offer it vs. students going to the HS.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

It’s not the same test. Does your child know how to plot linear graphs, derive the slope intercept form from two points, calculate the probability that for three count tosses you get one head and one tail etc. If not, that 250+ score is not real

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

It’s not the same test. Does your child know how to plot linear graphs, derive the slope intercept form from two points, calculate the probability that for three count tosses you get one head and one tail etc. If not, that 250+ score is not real

The score is real for that particular test but its not equal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

250+ on MAP 2-5 only indicates high accuracy in arithmetic, not algebra readiness.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Just FYI.. most kids in CES 4th grade score more than 235 in Map-M. If you ask for Algebra for a kid with 235, I would think you will support Algebra for kids with higher scores than 235. I wonder why doesn't it make sense to you? Why do you want to learn things that they already know again and again? Why not allow them to make progress and continue the momentum?

Those are pretty low numbers. If those are the CES 4th grade scores, that's pretty surprising. Most of our kids doing it are scoring 250+ to start Algebra and skip AIM. There really isn't a huge reason to start Algebra in 6th vs. 7th and it seems a lot of drama over nothing. We just started 6th as the school offered it and child hated the current slow math. If I had to do it again I might not have done it even though child continues to do very well and gets the math.

It’s not the same test. Does your child know how to plot linear graphs, derive the slope intercept form from two points, calculate the probability that for three count tosses you get one head and one tail etc. If not, that 250+ score is not real

The score is real for that particular test but its not equal.

Yes it’s real in that context but not indicative that the child is ready to take Algebra 1. A seemingly lower score of 235 on MAP 6+ does indicate algebra readiness, and that’s according to the test maker NWEA.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:NWEA Norm table shows student achievement percentiles -

A MAP-M score of 260 is:
Above 99th percentile in 6th grade
98th percentile in 7th grade
95th percentile in 8th grade
94th percentile in 9th grade
92nd percentile in 10th grade
90th percentile in 11th grade
88th percentile in 12th grade

We understand that the content tested on at each grade is slightly different but there is continuum of progress so it cannot be drastically different. During the MAP M test, 5th grade CES, there were pre-algebra, algebra and calculus type of questions as the child progressed towards score of 280+

It’s possible people refer to getting high scores in the MAP test for 2-5 graders instead of MAP 6+. If this is the case that test is meaningless for algebra placement since it doesn’t cover pre-algebra questions. Also the NWEA norms at the ends may not be that accurate since kids who score at 270 are expected to know calculus. I find it funny when parents brag about 280+ scores in elementary grades like it’s proof the child is a genius. He may be, but not because of that score.

For reference the Algebra 1 readiness score is 235, and for Geometry is 245. To ask for a 250+ for Algebra 1 placement doesn’t make sense since this is a score that typically indicates mastery of that material already.

My son took a MAP6+ and I was able to see the material for a score of 231. It covers a good part of algebra, statistics and geometry that you’d be expected to learn in grades 6-8. Many questions on linear graphs, solving systems of equations, calculations of probabilities etc. In my view the bar of 235 for algebra 1 readiness is appropriate.

Obviously you are clueless about how NWEA norms works. Given only 28% kids meet the grade level performance in MCPS, most in high school probably do not understand calculus anyway. Those are not the kids we are talking about. We are talking about exceptional kids who have strong analytical and problem solving skills. Kids who enjoy the mathematics. These kids are way ahead of the course materials that is thought in the classrooms.

Yes, your child is special. He discovered multiplication on his own in preschool (or insert trite anecdotal evidence of early childhood genius).

There are very few 6th graders that are on the same level in math with the top 10% of 12th graders, especially on MAP, which measures understanding of material taught. Chances are your child is not one of them, and that’s perfectly fine.