AAP Results 2023

[Anonymous]

Anonymous wrote:Who do some parents think test scores should be the most important factor in admissions? People here state that some kids do heavy prep (tutors) or are enrolled in academic extracurriculars which can “inflate” scores. My child did 1 practice test at home. Some of the verbal section questions seem knowledge based rather than measuring purely aptitude. Thus skewing towards kids who prep or are UMC. We are UMC but DC couldn’t identify some of the items on the practice verbal section (picture of a microscope and vocabulary that seemed advanced for a 2nd grader like paleontologist, appliance). DC used process of elimination but that only got down to 2 choices. I didn’t think it fair to prep DC on vocabulary just for the test. DC tested high on quantitative and nonverbal but average on verbal on the CogAT similar to the practice test results. CogAT Cumulative score was 137 which was not in pool for our high SES school. DC got in to LIV.

To me, GBRS is a better reflection of the student than a test. 1st grade and 2nd grade teachers speak highly of DC’s motivation, work, and knowledge acquisition (quickly absorbs and comprehends new concepts). For example, DC took the initiative to write 10 chapters for an in-class book assignment when only 3 were required. I haven’t received the AAP submission packet so I can only assume GBRS was high. I don’t have a child in AAP yet but I assume a child who has a poor GBRS despite high test scores wouldn’t be disciplined or driven enough for AAP.

To be clear, I don’t think my child is “gifted.” Based on the acronym Advanced Academic Program, I assume AAP is meant to be accelerated curriculum and not a Gifted program. I also don’t believe being gifted is an indicator of success. I was identified as gifted as a child (high test results / IQ, was in gifted program in a different state) but am no more successful than my spouse who has a strong work ethic but was not identified gifted.

Many people have that belief because test scores are the only standardized way to evaluate children equally, taking out the teacher preference, differences in curriculum, level of comparison in the pyramid, minority benefits, etc... Everyone takes the same test. This inherently favors the good computer test takers, or those who "prep". GBRS favors the children who have better or more experienced teachers, or those who just have more time to complete the arduous paperwork and ensure they have sufficient samples to show. Teachers can also be influenced by families and their favorite kids. As a parent of a disruptive, but really good test taker, I favor standardize testing only. You likely favor GBRS. Neither of us is likely happy with the middle-ground crap that FCPS is implementing.

[Anonymous]

It’s also not about what an indicator of future success. It’s about which kids need more advanced work to keep them engaged in school. The gifted ones do. My gifted kindergartener might be a total failure as an adult. Who knows. But for the school system to keep her focused and engaged and interested in academics, they have to offer more advanced curriculum. That’s all this is about.

[Anonymous]

Anonymous wrote:Who do some parents think test scores should be the most important factor in admissions? People here state that some kids do heavy prep (tutors) or are enrolled in academic extracurriculars which can “inflate” scores. My child did 1 practice test at home. Some of the verbal section questions seem knowledge based rather than measuring purely aptitude. Thus skewing towards kids who prep or are UMC. We are UMC but DC couldn’t identify some of the items on the practice verbal section (picture of a microscope and vocabulary that seemed advanced for a 2nd grader like paleontologist, appliance). DC used process of elimination but that only got down to 2 choices. I didn’t think it fair to prep DC on vocabulary just for the test. DC tested high on quantitative and nonverbal but average on verbal on the CogAT similar to the practice test results. CogAT Cumulative score was 137 which was not in pool for our high SES school. DC got in to LIV.

To me, GBRS is a better reflection of the student than a test. 1st grade and 2nd grade teachers speak highly of DC’s motivation, work, and knowledge acquisition (quickly absorbs and comprehends new concepts). For example, DC took the initiative to write 10 chapters for an in-class book assignment when only 3 were required. I haven’t received the AAP submission packet so I can only assume GBRS was high. I don’t have a child in AAP yet but I assume a child who has a poor GBRS despite high test scores wouldn’t be disciplined or driven enough for AAP.

To be clear, I don’t think my child is “gifted.” Based on the acronym Advanced Academic Program, I assume AAP is meant to be accelerated curriculum and not a Gifted program. I also don’t believe being gifted is an indicator of success. I was identified as gifted as a child (high test results / IQ, was in gifted program in a different state) but am no more successful than my spouse who has a strong work ethic but was not identified gifted.

I don't think any specific factor should be "the most important factor." A kid who is academically advanced and has a high GBRS, but low CogAT belongs in AAP. So does the kid who is academically advanced with high test scores that the teacher doesn't like or get. Likewise, the kid who has very high test scores and a high GBRS, but is on-grade level rather than being ahead belongs in AAP. It's absurd to bar any of these kids from accessing an advanced curriculum.

GBRS is pretty arbitrary and can drastically change from year to year. It shouldn't be used to exclude kids from AAP when they otherwise have the profile of an AAP kid.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Who do some parents think test scores should be the most important factor in admissions? People here state that some kids do heavy prep (tutors) or are enrolled in academic extracurriculars which can “inflate” scores. My child did 1 practice test at home. Some of the verbal section questions seem knowledge based rather than measuring purely aptitude. Thus skewing towards kids who prep or are UMC. We are UMC but DC couldn’t identify some of the items on the practice verbal section (picture of a microscope and vocabulary that seemed advanced for a 2nd grader like paleontologist, appliance). DC used process of elimination but that only got down to 2 choices. I didn’t think it fair to prep DC on vocabulary just for the test. DC tested high on quantitative and nonverbal but average on verbal on the CogAT similar to the practice test results. CogAT Cumulative score was 137 which was not in pool for our high SES school. DC got in to LIV.

To me, GBRS is a better reflection of the student than a test. 1st grade and 2nd grade teachers speak highly of DC’s motivation, work, and knowledge acquisition (quickly absorbs and comprehends new concepts). For example, DC took the initiative to write 10 chapters for an in-class book assignment when only 3 were required. I haven’t received the AAP submission packet so I can only assume GBRS was high. I don’t have a child in AAP yet but I assume a child who has a poor GBRS despite high test scores wouldn’t be disciplined or driven enough for AAP.

To be clear, I don’t think my child is “gifted.” Based on the acronym Advanced Academic Program, I assume AAP is meant to be accelerated curriculum and not a Gifted program. I also don’t believe being gifted is an indicator of success. I was identified as gifted as a child (high test results / IQ, was in gifted program in a different state) but am no more successful than my spouse who has a strong work ethic but was not identified gifted.

I don't think any specific factor should be "the most important factor." A kid who is academically advanced and has a high GBRS, but low CogAT belongs in AAP. So does the kid who is academically advanced with high test scores that the teacher doesn't like or get. Likewise, the kid who has very high test scores and a high GBRS, but is on-grade level rather than being ahead belongs in AAP. It's absurd to bar any of these kids from accessing an advanced curriculum.

GBRS is pretty arbitrary and can drastically change from year to year. It shouldn't be used to exclude kids from AAP when they otherwise have the profile of an AAP kid.

I think a cogat of 150+ is generally sure shot with 99% iready even in high ses schools. NNAT 150+ helps but not as much as cogat. Anybody know of exceptions?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Who do some parents think test scores should be the most important factor in admissions? People here state that some kids do heavy prep (tutors) or are enrolled in academic extracurriculars which can “inflate” scores. My child did 1 practice test at home. Some of the verbal section questions seem knowledge based rather than measuring purely aptitude. Thus skewing towards kids who prep or are UMC. We are UMC but DC couldn’t identify some of the items on the practice verbal section (picture of a microscope and vocabulary that seemed advanced for a 2nd grader like paleontologist, appliance). DC used process of elimination but that only got down to 2 choices. I didn’t think it fair to prep DC on vocabulary just for the test. DC tested high on quantitative and nonverbal but average on verbal on the CogAT similar to the practice test results. CogAT Cumulative score was 137 which was not in pool for our high SES school. DC got in to LIV.

To me, GBRS is a better reflection of the student than a test. 1st grade and 2nd grade teachers speak highly of DC’s motivation, work, and knowledge acquisition (quickly absorbs and comprehends new concepts). For example, DC took the initiative to write 10 chapters for an in-class book assignment when only 3 were required. I haven’t received the AAP submission packet so I can only assume GBRS was high. I don’t have a child in AAP yet but I assume a child who has a poor GBRS despite high test scores wouldn’t be disciplined or driven enough for AAP.

To be clear, I don’t think my child is “gifted.” Based on the acronym Advanced Academic Program, I assume AAP is meant to be accelerated curriculum and not a Gifted program. I also don’t believe being gifted is an indicator of success. I was identified as gifted as a child (high test results / IQ, was in gifted program in a different state) but am no more successful than my spouse who has a strong work ethic but was not identified gifted.

I don't think any specific factor should be "the most important factor." A kid who is academically advanced and has a high GBRS, but low CogAT belongs in AAP. So does the kid who is academically advanced with high test scores that the teacher doesn't like or get. Likewise, the kid who has very high test scores and a high GBRS, but is on-grade level rather than being ahead belongs in AAP. It's absurd to bar any of these kids from accessing an advanced curriculum.

GBRS is pretty arbitrary and can drastically change from year to year. It shouldn't be used to exclude kids from AAP when they otherwise have the profile of an AAP kid.

I think a cogat of 150+ is generally sure shot with 99% iready even in high ses schools. NNAT 150+ helps but not as much as cogat. Anybody know of exceptions?

A cogAT of 150+ is an excessively high bar. That would be like 2 kids in the entire county.

[Anonymous]

Going through the FCPS aap seleftion is a good prep before the college application in this country. We don't know why kids don't get in, still quite don't know why they get in.

With the similar test score & qualifications, some make it and some don't. There are thousands of factors behind it.

My son put it so correctly, "Mom, actually not all the kids in AAP are smart. I think there is another way that they can get in."

Great observation!

[Anonymous]

Every parent believe their kid is gifted, but aap is not for gifted, in stead it’s for kids that can score well ( cogat + nnat + Iready ) + have good class performance, it means they are either smart enough and/or work hard hence can handle aap class work better. For kids shows “gifted behavior” at home but don’t do well at tests and can’t show good class performance then there’s no way for teachers to give very good gbrs, and it’s just not fair to blame teachers or aart.

[Anonymous]

Current grade: 2
NNAT/CoGAT: 152/146
GBRS (if known):
School or center: KGES
In/not in: in

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Who do some parents think test scores should be the most important factor in admissions? People here state that some kids do heavy prep (tutors) or are enrolled in academic extracurriculars which can “inflate” scores. My child did 1 practice test at home. Some of the verbal section questions seem knowledge based rather than measuring purely aptitude. Thus skewing towards kids who prep or are UMC. We are UMC but DC couldn’t identify some of the items on the practice verbal section (picture of a microscope and vocabulary that seemed advanced for a 2nd grader like paleontologist, appliance). DC used process of elimination but that only got down to 2 choices. I didn’t think it fair to prep DC on vocabulary just for the test. DC tested high on quantitative and nonverbal but average on verbal on the CogAT similar to the practice test results. CogAT Cumulative score was 137 which was not in pool for our high SES school. DC got in to LIV.

To me, GBRS is a better reflection of the student than a test. 1st grade and 2nd grade teachers speak highly of DC’s motivation, work, and knowledge acquisition (quickly absorbs and comprehends new concepts). For example, DC took the initiative to write 10 chapters for an in-class book assignment when only 3 were required. I haven’t received the AAP submission packet so I can only assume GBRS was high. I don’t have a child in AAP yet but I assume a child who has a poor GBRS despite high test scores wouldn’t be disciplined or driven enough for AAP.

To be clear, I don’t think my child is “gifted.” Based on the acronym Advanced Academic Program, I assume AAP is meant to be accelerated curriculum and not a Gifted program. I also don’t believe being gifted is an indicator of success. I was identified as gifted as a child (high test results / IQ, was in gifted program in a different state) but am no more successful than my spouse who has a strong work ethic but was not identified gifted.

I don't think any specific factor should be "the most important factor." A kid who is academically advanced and has a high GBRS, but low CogAT belongs in AAP. So does the kid who is academically advanced with high test scores that the teacher doesn't like or get. Likewise, the kid who has very high test scores and a high GBRS, but is on-grade level rather than being ahead belongs in AAP. It's absurd to bar any of these kids from accessing an advanced curriculum.

GBRS is pretty arbitrary and can drastically change from year to year. It shouldn't be used to exclude kids from AAP when they otherwise have the profile of an AAP kid.

I think a cogat of 150+ is generally sure shot with 99% iready even in high ses schools. NNAT 150+ helps but not as much as cogat. Anybody know of exceptions?

A cogAT of 150+ is an excessively high bar. That would be like 2 kids in the entire county.

My white child (this is relevant because we all know the bar is set to be Asian > White > Black-Hispanic) scored above a 150 on the COGAT and a 147 on the NNAT, 99% iready. His teacher e-mailed me before putting in the AAP packet saying, "sorry, but your child has not demonstrated to me that they have the capability to perform well on advanced work." Lol get focked lady. He did, luckily make it into AAP and is thriving there despite his idiot teacher. This is why I think GBRS is trash

[Anonymous]

Anonymous wrote:

Anonymous wrote:Current grade: 2nd
NNAT/CoGAT: NNAT 149; CoGAT 138; (in pool)
GBRS (if known): 4 CQs
School or center: Mclean Pyramid
In/not in: Not In

My daughter was in pool and the scores are high. It is really puzzling to me why she didn't get in. She needs challenge at school otherwise she would totally be coasting! Can anyone advise appealing strategies?

I don't get it at all. Same exact stats as my (non-URM) child who got in (different pyramid though, but I don't think that should matter). Our AART's language was very supportive of DC getting in. Even though DC got in, reading this thread leaves me with little confidence in the process. I honestly think FCPS should either make this a much smaller, more elite program based only on test scores or parents should launch a class action suit (which would probably end the center program). This can't be what the state has in mind.

School DOES matter. We know that for some ES in Mclean Pyramid, the minimum CoGAT score requirement is 142 and above. Told by the AAP staff at school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Who do some parents think test scores should be the most important factor in admissions? People here state that some kids do heavy prep (tutors) or are enrolled in academic extracurriculars which can “inflate” scores. My child did 1 practice test at home. Some of the verbal section questions seem knowledge based rather than measuring purely aptitude. Thus skewing towards kids who prep or are UMC. We are UMC but DC couldn’t identify some of the items on the practice verbal section (picture of a microscope and vocabulary that seemed advanced for a 2nd grader like paleontologist, appliance). DC used process of elimination but that only got down to 2 choices. I didn’t think it fair to prep DC on vocabulary just for the test. DC tested high on quantitative and nonverbal but average on verbal on the CogAT similar to the practice test results. CogAT Cumulative score was 137 which was not in pool for our high SES school. DC got in to LIV.

To me, GBRS is a better reflection of the student than a test. 1st grade and 2nd grade teachers speak highly of DC’s motivation, work, and knowledge acquisition (quickly absorbs and comprehends new concepts). For example, DC took the initiative to write 10 chapters for an in-class book assignment when only 3 were required. I haven’t received the AAP submission packet so I can only assume GBRS was high. I don’t have a child in AAP yet but I assume a child who has a poor GBRS despite high test scores wouldn’t be disciplined or driven enough for AAP.

To be clear, I don’t think my child is “gifted.” Based on the acronym Advanced Academic Program, I assume AAP is meant to be accelerated curriculum and not a Gifted program. I also don’t believe being gifted is an indicator of success. I was identified as gifted as a child (high test results / IQ, was in gifted program in a different state) but am no more successful than my spouse who has a strong work ethic but was not identified gifted.

I don't think any specific factor should be "the most important factor." A kid who is academically advanced and has a high GBRS, but low CogAT belongs in AAP. So does the kid who is academically advanced with high test scores that the teacher doesn't like or get. Likewise, the kid who has very high test scores and a high GBRS, but is on-grade level rather than being ahead belongs in AAP. It's absurd to bar any of these kids from accessing an advanced curriculum.

GBRS is pretty arbitrary and can drastically change from year to year. It shouldn't be used to exclude kids from AAP when they otherwise have the profile of an AAP kid.

I think a cogat of 150+ is generally sure shot with 99% iready even in high ses schools. NNAT 150+ helps but not as much as cogat. Anybody know of exceptions?

A cogAT of 150+ is an excessively high bar. That would be like 2 kids in the entire county.

My white child (this is relevant because we all know the bar is set to be Asian > White > Black-Hispanic) scored above a 150 on the COGAT and a 147 on the NNAT, 99% iready. His teacher e-mailed me before putting in the AAP packet saying, "sorry, but your child has not demonstrated to me that they have the capability to perform well on advanced work." Lol get focked lady. He did, luckily make it into AAP and is thriving there despite his idiot teacher. This is why I think GBRS is trash

Huh? Doesn't the 99% on iReady demonstrate that? Weird.

[Anonymous]

Anonymous wrote:Current grade: 3
NNAT/CoGAT: 134/136
GBRS (if known): N/A
School or center: 0akton Pyramid
GMU WISC: 145
In/not in: not in

This is nonsense... You should appeal the decision.

My daughter got 137 in WISC-IV(no NNAT nor CoGAT taken) and she got accepted to level 4. 145 is a superior score.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Who do some parents think test scores should be the most important factor in admissions? People here state that some kids do heavy prep (tutors) or are enrolled in academic extracurriculars which can “inflate” scores. My child did 1 practice test at home. Some of the verbal section questions seem knowledge based rather than measuring purely aptitude. Thus skewing towards kids who prep or are UMC. We are UMC but DC couldn’t identify some of the items on the practice verbal section (picture of a microscope and vocabulary that seemed advanced for a 2nd grader like paleontologist, appliance). DC used process of elimination but that only got down to 2 choices. I didn’t think it fair to prep DC on vocabulary just for the test. DC tested high on quantitative and nonverbal but average on verbal on the CogAT similar to the practice test results. CogAT Cumulative score was 137 which was not in pool for our high SES school. DC got in to LIV.

To me, GBRS is a better reflection of the student than a test. 1st grade and 2nd grade teachers speak highly of DC’s motivation, work, and knowledge acquisition (quickly absorbs and comprehends new concepts). For example, DC took the initiative to write 10 chapters for an in-class book assignment when only 3 were required. I haven’t received the AAP submission packet so I can only assume GBRS was high. I don’t have a child in AAP yet but I assume a child who has a poor GBRS despite high test scores wouldn’t be disciplined or driven enough for AAP.

To be clear, I don’t think my child is “gifted.” Based on the acronym Advanced Academic Program, I assume AAP is meant to be accelerated curriculum and not a Gifted program. I also don’t believe being gifted is an indicator of success. I was identified as gifted as a child (high test results / IQ, was in gifted program in a different state) but am no more successful than my spouse who has a strong work ethic but was not identified gifted.

I don't think any specific factor should be "the most important factor." A kid who is academically advanced and has a high GBRS, but low CogAT belongs in AAP. So does the kid who is academically advanced with high test scores that the teacher doesn't like or get. Likewise, the kid who has very high test scores and a high GBRS, but is on-grade level rather than being ahead belongs in AAP. It's absurd to bar any of these kids from accessing an advanced curriculum.

GBRS is pretty arbitrary and can drastically change from year to year. It shouldn't be used to exclude kids from AAP when they otherwise have the profile of an AAP kid.

I think a cogat of 150+ is generally sure shot with 99% iready even in high ses schools. NNAT 150+ helps but not as much as cogat. Anybody know of exceptions?

A cogAT of 150+ is an excessively high bar. That would be like 2 kids in the entire county.

My white child (this is relevant because we all know the bar is set to be Asian > White > Black-Hispanic) scored above a 150 on the COGAT and a 147 on the NNAT, 99% iready. His teacher e-mailed me before putting in the AAP packet saying, "sorry, but your child has not demonstrated to me that they have the capability to perform well on advanced work." Lol get focked lady. He did, luckily make it into AAP and is thriving there despite his idiot teacher. This is why I think GBRS is trash

Huh? Doesn't the 99% on iReady demonstrate that? Weird.

This is my whole point. We are allowing random teachers who have often nothing more than an undergraduate degree in a field equivalent to "general studies," who themselves probably have very average IQs, to assess intelligence and ability in children who will probably end up far exceeding them. This comes with the inherent judgment biases in humans, susceptibility to student and parent brown-nosing, and other sources that make teacher evaluations practically useless

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Who do some parents think test scores should be the most important factor in admissions? People here state that some kids do heavy prep (tutors) or are enrolled in academic extracurriculars which can “inflate” scores. My child did 1 practice test at home. Some of the verbal section questions seem knowledge based rather than measuring purely aptitude. Thus skewing towards kids who prep or are UMC. We are UMC but DC couldn’t identify some of the items on the practice verbal section (picture of a microscope and vocabulary that seemed advanced for a 2nd grader like paleontologist, appliance). DC used process of elimination but that only got down to 2 choices. I didn’t think it fair to prep DC on vocabulary just for the test. DC tested high on quantitative and nonverbal but average on verbal on the CogAT similar to the practice test results. CogAT Cumulative score was 137 which was not in pool for our high SES school. DC got in to LIV.

To me, GBRS is a better reflection of the student than a test. 1st grade and 2nd grade teachers speak highly of DC’s motivation, work, and knowledge acquisition (quickly absorbs and comprehends new concepts). For example, DC took the initiative to write 10 chapters for an in-class book assignment when only 3 were required. I haven’t received the AAP submission packet so I can only assume GBRS was high. I don’t have a child in AAP yet but I assume a child who has a poor GBRS despite high test scores wouldn’t be disciplined or driven enough for AAP.

To be clear, I don’t think my child is “gifted.” Based on the acronym Advanced Academic Program, I assume AAP is meant to be accelerated curriculum and not a Gifted program. I also don’t believe being gifted is an indicator of success. I was identified as gifted as a child (high test results / IQ, was in gifted program in a different state) but am no more successful than my spouse who has a strong work ethic but was not identified gifted.

I don't think any specific factor should be "the most important factor." A kid who is academically advanced and has a high GBRS, but low CogAT belongs in AAP. So does the kid who is academically advanced with high test scores that the teacher doesn't like or get. Likewise, the kid who has very high test scores and a high GBRS, but is on-grade level rather than being ahead belongs in AAP. It's absurd to bar any of these kids from accessing an advanced curriculum.

GBRS is pretty arbitrary and can drastically change from year to year. It shouldn't be used to exclude kids from AAP when they otherwise have the profile of an AAP kid.

I think a cogat of 150+ is generally sure shot with 99% iready even in high ses schools. NNAT 150+ helps but not as much as cogat. Anybody know of exceptions?

A cogAT of 150+ is an excessively high bar. That would be like 2 kids in the entire county.

My white child (this is relevant because we all know the bar is set to be Asian > White > Black-Hispanic) scored above a 150 on the COGAT and a 147 on the NNAT, 99% iready. His teacher e-mailed me before putting in the AAP packet saying, "sorry, but your child has not demonstrated to me that they have the capability to perform well on advanced work." Lol get focked lady. He did, luckily make it into AAP and is thriving there despite his idiot teacher. This is why I think GBRS is trash

Huh? Doesn't the 99% on iReady demonstrate that? Weird.

This is my whole point. We are allowing random teachers who have often nothing more than an undergraduate degree in a field equivalent to "general studies," who themselves probably have very average IQs, to assess intelligence and ability in children who will probably end up far exceeding them. This comes with the inherent judgment biases in humans, susceptibility to student and parent brown-nosing, and other sources that make teacher evaluations practically useless

Wow. Are you sure it's not you the teacher dislikes?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Current grade: 2nd
NNAT/CoGAT: NNAT 149; CoGAT 138; (in pool)
GBRS (if known): 4 CQs
School or center: Mclean Pyramid
In/not in: Not In

My daughter was in pool and the scores are high. It is really puzzling to me why she didn't get in. She needs challenge at school otherwise she would totally be coasting! Can anyone advise appealing strategies?

I don't get it at all. Same exact stats as my (non-URM) child who got in (different pyramid though, but I don't think that should matter). Our AART's language was very supportive of DC getting in. Even though DC got in, reading this thread leaves me with little confidence in the process. I honestly think FCPS should either make this a much smaller, more elite program based only on test scores or parents should launch a class action suit (which would probably end the center program). This can't be what the state has in mind.

School DOES matter. We know that for some ES in Mclean Pyramid, the minimum CoGAT score requirement is 142 and above. Told by the AAP staff at school.

Yes, we know the FCPS criteria are different by school and by demographic characteristics since those are listed on the form. But it that really fairer than some combination of the objective test scores, especially since GBRS are not consistent from teacher to teacher?