Compacted Math- FYI

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:+1 A lot of folks don't get it, because it is what we grew up with, but the whole system of standardized testing was designed to keep people out of elite institutions. It might seem innocuous to give analogies about sailboats, but think about it for a minute.

I think you're conflating math the language portions of standardized testing.

No, PP. Please read up on the inherent inequities of standardized testing which include all topics. As others have noted, to succeed in getting the highest scores, particularly in this year, kids supplement classroom teaching through tutoring and/or parental instruction and/or special programs to enhance their scores. In addition, there are clearly parents, who know the drill; they know to prep because they know that these tests essentially cement a track for students from which many opportunities will be determined or denied. Not all parents have this insight or are as savvy. They don’t know the system.

Kids in lower SES groups are disadvantaged in this system. And in this year, when so many kids were doing DL at home while a parent had to work simultaneously or - as many kids in my DC’s Title I elementary school - were left in the care of an older sibling, sometimes not much older than the student (middle school or high school) these kids were especially left behind. Now we have the county suddenly raising the bar mid flight for kids who given the hard work and graded they put in, are earning As but may not have done as well on the MAP because they didn’t have the advantages of a parent or other resources to fill the gaps that math 4/5 didn’t cover in class. It’s outrageous. Sure, you want to start 3rd graders with a 90th threshold, then start that next year when - hopefully - kids will have a chance to regain any lost ground. The only people who support this nonsense are those who feel superior by excluding kids; it’s an ego boost. If a kid is getting As in 4/5 and thriving, they earn a spot in a 5/6 class. Period.

I’m sorry, but this is ridiculous. Let me introduce a relevant example of situations I am familiar with.

Kid A: Parents strictly enforce screen time limits, with no screen time allowed on weekdays. Purchased Beast Academy workbooks and require kid to complete an extra problem set each week. Parents check homework every day. In compacted math.

Kid B: Parents allow kid to play Minecraft 1-2 hours a day. No one checks on completion of homework. Not in compacted math.

Kid A is Black and parents are middle class. Kid B is white and parents are wealthy. Keeping in mind that these are real people that I know, I would love for you to explain to me how Kid A’s Black parents are committing inequality against Kid B. That extra work is producing results. Particularly with math, outside of the true geniuses, the kids that put in the work get the results and the standardized tests are a measure of the work that is put in. It is not inequality.

I think it's great for whoever wants to put in extra work outside school in math. It seems like the parents have a lot to do with it; and when we generalize, which I think we have to in this situation, a lot of the kids who aren't doing the extra work aren't doing it because their parents are poor and struggling. How many kids of their own volition would rather do Khan Academy? It's mostly parental push. Plus, shouldn't the school teach the accelerated math? Taking the course should be enough, right?

Not to mention, my kids (and DH and I) are like Kid A but we’ve been taking our queues for how hard to push from teachers who consistently told me DS was doing great in compacted math. DC got As and special shout outs for doing great in math. I took them at their word and yet my child’s MAP score isn’t 85 / 90th percentile. Now hearing that DC will be shut out of a track that will mean they are now essentially never going to make it in a science/math program in college. Wow, if only someone had said that despite all of the accolades from teachers my child was actually underachieving and can’t move to compacted math 5/6.

This is not right and not acceptable. I know I’m not alone. And I’m so sick of the smugness on this thread. It’s exactly why this pathetic system perpetuates. Some of you get off on it.

Your all-or-nothing thinking really is not going to help your kid. Really? Your kid is going to take math in the “regular” track and get AP calc senior year, and this is a failure that will mean he or she will never get into a strong college program? Get a grip. This is not the end of the world.

Is your kid "regular track"? Of course not. So stop it with your ludicrous sanctimony.

Yes, my kid is, or at least I presume so based on this thread. Mine is in the 85th MAP percentile so will not be in compacted next year.

Hey but with 85% they got a good shot at the MS magnet lottery!

Kids with 98-99 are not getting in.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Hey but with 85% they got a good shot at the MS magnet lottery!

Kids with 98-99 are not getting in.

Well, that is the nature of a lottery.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hey but with 85% they got a good shot at the MS magnet lottery!

Kids with 98-99 are not getting in.

Well, that is the nature of a lottery.

They are not even making it into the lottery.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:+1 A lot of folks don't get it, because it is what we grew up with, but the whole system of standardized testing was designed to keep people out of elite institutions. It might seem innocuous to give analogies about sailboats, but think about it for a minute.

I think you're conflating math the language portions of standardized testing.

No, PP. Please read up on the inherent inequities of standardized testing which include all topics. As others have noted, to succeed in getting the highest scores, particularly in this year, kids supplement classroom teaching through tutoring and/or parental instruction and/or special programs to enhance their scores. In addition, there are clearly parents, who know the drill; they know to prep because they know that these tests essentially cement a track for students from which many opportunities will be determined or denied. Not all parents have this insight or are as savvy. They don’t know the system.

Kids in lower SES groups are disadvantaged in this system. And in this year, when so many kids were doing DL at home while a parent had to work simultaneously or - as many kids in my DC’s Title I elementary school - were left in the care of an older sibling, sometimes not much older than the student (middle school or high school) these kids were especially left behind. Now we have the county suddenly raising the bar mid flight for kids who given the hard work and graded they put in, are earning As but may not have done as well on the MAP because they didn’t have the advantages of a parent or other resources to fill the gaps that math 4/5 didn’t cover in class. It’s outrageous. Sure, you want to start 3rd graders with a 90th threshold, then start that next year when - hopefully - kids will have a chance to regain any lost ground. The only people who support this nonsense are those who feel superior by excluding kids; it’s an ego boost. If a kid is getting As in 4/5 and thriving, they earn a spot in a 5/6 class. Period.

I’m sorry, but this is ridiculous. Let me introduce a relevant example of situations I am familiar with.

Kid A: Parents strictly enforce screen time limits, with no screen time allowed on weekdays. Purchased Beast Academy workbooks and require kid to complete an extra problem set each week. Parents check homework every day. In compacted math.

Kid B: Parents allow kid to play Minecraft 1-2 hours a day. No one checks on completion of homework. Not in compacted math.

Kid A is Black and parents are middle class. Kid B is white and parents are wealthy. Keeping in mind that these are real people that I know, I would love for you to explain to me how Kid A’s Black parents are committing inequality against Kid B. That extra work is producing results. Particularly with math, outside of the true geniuses, the kids that put in the work get the results and the standardized tests are a measure of the work that is put in. It is not inequality.

I think it's great for whoever wants to put in extra work outside school in math. It seems like the parents have a lot to do with it; and when we generalize, which I think we have to in this situation, a lot of the kids who aren't doing the extra work aren't doing it because their parents are poor and struggling. How many kids of their own volition would rather do Khan Academy? It's mostly parental push. Plus, shouldn't the school teach the accelerated math? Taking the course should be enough, right?

Not to mention, my kids (and DH and I) are like Kid A but we’ve been taking our queues for how hard to push from teachers who consistently told me DS was doing great in compacted math. DC got As and special shout outs for doing great in math. I took them at their word and yet my child’s MAP score isn’t 85 / 90th percentile. Now hearing that DC will be shut out of a track that will mean they are now essentially never going to make it in a science/math program in college. Wow, if only someone had said that despite all of the accolades from teachers my child was actually underachieving and can’t move to compacted math 5/6.

This is not right and not acceptable. I know I’m not alone. And I’m so sick of the smugness on this thread. It’s exactly why this pathetic system perpetuates. Some of you get off on it.

My question to you though is whether you believe that your kids MAP-M result is due to inequality. It sounds to me like your kid is doing fine but it’s just not showing up in the tests.

What is it to "show up in the tests"? Is this special code referring to something a parent who isn't clued in to anything but work hard, get good grades, apply feedback from teachers is expected to understand?

It’s “code for” maybe your kid is just not a good test taker, gets nervous, loses attention or lacks confidence taking standardized tests. The alternative is that the test is an accurate reflection of your kid’s level of attainment, but considering what you wrote its important to first entertain other options. If the issue is not knowledge but demonstrating knowledge through standardized testing, this sounds exactly like what these corporate tutoring operations are for. I’d recommend reaching out to a place like Huntington and describing the issue and seeing if they can quote you a price that works for your budget.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hey but with 85% they got a good shot at the MS magnet lottery!

Kids with 98-99 are not getting in.

Well, that is the nature of a lottery.

They are not even making it into the lottery.

Depends on the home school cohort. It’s very well possible that an 85% in one school makes it to the lottery pool but a 98% from another school does not.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:+1 A lot of folks don't get it, because it is what we grew up with, but the whole system of standardized testing was designed to keep people out of elite institutions. It might seem innocuous to give analogies about sailboats, but think about it for a minute.

I think you're conflating math the language portions of standardized testing.

No, PP. Please read up on the inherent inequities of standardized testing which include all topics. As others have noted, to succeed in getting the highest scores, particularly in this year, kids supplement classroom teaching through tutoring and/or parental instruction and/or special programs to enhance their scores. In addition, there are clearly parents, who know the drill; they know to prep because they know that these tests essentially cement a track for students from which many opportunities will be determined or denied. Not all parents have this insight or are as savvy. They don’t know the system.

Kids in lower SES groups are disadvantaged in this system. And in this year, when so many kids were doing DL at home while a parent had to work simultaneously or - as many kids in my DC’s Title I elementary school - were left in the care of an older sibling, sometimes not much older than the student (middle school or high school) these kids were especially left behind. Now we have the county suddenly raising the bar mid flight for kids who given the hard work and graded they put in, are earning As but may not have done as well on the MAP because they didn’t have the advantages of a parent or other resources to fill the gaps that math 4/5 didn’t cover in class. It’s outrageous. Sure, you want to start 3rd graders with a 90th threshold, then start that next year when - hopefully - kids will have a chance to regain any lost ground. The only people who support this nonsense are those who feel superior by excluding kids; it’s an ego boost. If a kid is getting As in 4/5 and thriving, they earn a spot in a 5/6 class. Period.

I’m sorry, but this is ridiculous. Let me introduce a relevant example of situations I am familiar with.

Kid A: Parents strictly enforce screen time limits, with no screen time allowed on weekdays. Purchased Beast Academy workbooks and require kid to complete an extra problem set each week. Parents check homework every day. In compacted math.

Kid B: Parents allow kid to play Minecraft 1-2 hours a day. No one checks on completion of homework. Not in compacted math.

Kid A is Black and parents are middle class. Kid B is white and parents are wealthy. Keeping in mind that these are real people that I know, I would love for you to explain to me how Kid A’s Black parents are committing inequality against Kid B. That extra work is producing results. Particularly with math, outside of the true geniuses, the kids that put in the work get the results and the standardized tests are a measure of the work that is put in. It is not inequality.

I think it's great for whoever wants to put in extra work outside school in math. It seems like the parents have a lot to do with it; and when we generalize, which I think we have to in this situation, a lot of the kids who aren't doing the extra work aren't doing it because their parents are poor and struggling. How many kids of their own volition would rather do Khan Academy? It's mostly parental push. Plus, shouldn't the school teach the accelerated math? Taking the course should be enough, right?

Not to mention, my kids (and DH and I) are like Kid A but we’ve been taking our queues for how hard to push from teachers who consistently told me DS was doing great in compacted math. DC got As and special shout outs for doing great in math. I took them at their word and yet my child’s MAP score isn’t 85 / 90th percentile. Now hearing that DC will be shut out of a track that will mean they are now essentially never going to make it in a science/math program in college. Wow, if only someone had said that despite all of the accolades from teachers my child was actually underachieving and can’t move to compacted math 5/6.

This is not right and not acceptable. I know I’m not alone. And I’m so sick of the smugness on this thread. It’s exactly why this pathetic system perpetuates. Some of you get off on it.

Your all-or-nothing thinking really is not going to help your kid. Really? Your kid is going to take math in the “regular” track and get AP calc senior year, and this is a failure that will mean he or she will never get into a strong college program? Get a grip. This is not the end of the world.

Is your kid "regular track"? Of course not. So stop it with your ludicrous sanctimony.

Yes, my kid is, or at least I presume so based on this thread. Mine is in the 85th MAP percentile so will not be in compacted next year.

They aren't going to kick your kid out of compacted math. It may impact which math they take in middle school and they may only be allowed AIM/pre algebra instead of Algebra but they will be fine taking Algebra in 7th.

OMG, PP. MCPS is saying that they are going to kick children out of compacted math who don´t meet the stats. It may not come to pass, but it is not for the lack of MCPS trying. Now this parent has to do a ¨thing¨ to keep their student where theyŕe at because they perform less well than expected on MAP-M. Maybe they will say that principals have discretion and can save certain kids, but where do they draw principaled lines?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:+1 A lot of folks don't get it, because it is what we grew up with, but the whole system of standardized testing was designed to keep people out of elite institutions. It might seem innocuous to give analogies about sailboats, but think about it for a minute.

I think you're conflating math the language portions of standardized testing.

No, PP. Please read up on the inherent inequities of standardized testing which include all topics. As others have noted, to succeed in getting the highest scores, particularly in this year, kids supplement classroom teaching through tutoring and/or parental instruction and/or special programs to enhance their scores. In addition, there are clearly parents, who know the drill; they know to prep because they know that these tests essentially cement a track for students from which many opportunities will be determined or denied. Not all parents have this insight or are as savvy. They don’t know the system.

Kids in lower SES groups are disadvantaged in this system. And in this year, when so many kids were doing DL at home while a parent had to work simultaneously or - as many kids in my DC’s Title I elementary school - were left in the care of an older sibling, sometimes not much older than the student (middle school or high school) these kids were especially left behind. Now we have the county suddenly raising the bar mid flight for kids who given the hard work and graded they put in, are earning As but may not have done as well on the MAP because they didn’t have the advantages of a parent or other resources to fill the gaps that math 4/5 didn’t cover in class. It’s outrageous. Sure, you want to start 3rd graders with a 90th threshold, then start that next year when - hopefully - kids will have a chance to regain any lost ground. The only people who support this nonsense are those who feel superior by excluding kids; it’s an ego boost. If a kid is getting As in 4/5 and thriving, they earn a spot in a 5/6 class. Period.

I’m sorry, but this is ridiculous. Let me introduce a relevant example of situations I am familiar with.

Kid A: Parents strictly enforce screen time limits, with no screen time allowed on weekdays. Purchased Beast Academy workbooks and require kid to complete an extra problem set each week. Parents check homework every day. In compacted math.

Kid B: Parents allow kid to play Minecraft 1-2 hours a day. No one checks on completion of homework. Not in compacted math.

Kid A is Black and parents are middle class. Kid B is white and parents are wealthy. Keeping in mind that these are real people that I know, I would love for you to explain to me how Kid A’s Black parents are committing inequality against Kid B. That extra work is producing results. Particularly with math, outside of the true geniuses, the kids that put in the work get the results and the standardized tests are a measure of the work that is put in. It is not inequality.

I think it's great for whoever wants to put in extra work outside school in math. It seems like the parents have a lot to do with it; and when we generalize, which I think we have to in this situation, a lot of the kids who aren't doing the extra work aren't doing it because their parents are poor and struggling. How many kids of their own volition would rather do Khan Academy? It's mostly parental push. Plus, shouldn't the school teach the accelerated math? Taking the course should be enough, right?

Not to mention, my kids (and DH and I) are like Kid A but we’ve been taking our queues for how hard to push from teachers who consistently told me DS was doing great in compacted math. DC got As and special shout outs for doing great in math. I took them at their word and yet my child’s MAP score isn’t 85 / 90th percentile. Now hearing that DC will be shut out of a track that will mean they are now essentially never going to make it in a science/math program in college. Wow, if only someone had said that despite all of the accolades from teachers my child was actually underachieving and can’t move to compacted math 5/6.

This is not right and not acceptable. I know I’m not alone. And I’m so sick of the smugness on this thread. It’s exactly why this pathetic system perpetuates. Some of you get off on it.

Your all-or-nothing thinking really is not going to help your kid. Really? Your kid is going to take math in the “regular” track and get AP calc senior year, and this is a failure that will mean he or she will never get into a strong college program? Get a grip. This is not the end of the world.

Is your kid "regular track"? Of course not. So stop it with your ludicrous sanctimony.

Yes, my kid is, or at least I presume so based on this thread. Mine is in the 85th MAP percentile so will not be in compacted next year.

They aren't going to kick your kid out of compacted math. It may impact which math they take in middle school and they may only be allowed AIM/pre algebra instead of Algebra but they will be fine taking Algebra in 7th.

OMG, PP. MCPS is saying that they are going to kick children out of compacted math who don´t meet the stats. It may not come to pass, but it is not for the lack of MCPS trying. Now this parent has to do a ¨thing¨ to keep their student where theyŕe at because they perform less well than expected on MAP-M. Maybe they will say that principals have discretion and can save certain kids, but where do they draw principaled lines?

That poster can work with her kid. Its up to the principal and completely subjective.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Hey but with 85% they got a good shot at the MS magnet lottery!

Kids with 98-99 are not getting in.

Well, that is the nature of a lottery.

They are not even making it into the lottery.

Depends on the home school cohort. It’s very well possible that an 85% in one school makes it to the lottery pool but a 98% from another school does not.

We were at a low income school where only a handful tested in the 90's and my child had 98-99 and didn't make the pool. Had 5's on parcc and straight A's.

[Anonymous]

People are way over thinking and fretting about this. I've had 3 kids (both in magnets and not) go through almost all the flavors of ES and MS offerings for math recently. They have all been terribly bored in math at some point. I attempted to resolve issues along the way - sometimes successfully and sometimes not. It's fine. They can spend their brainpower on other things. In the long run, lack of challenge and slow pace in ES and MS hasn't held back any of my kids from taking the most advanced math possible in HS.

The key to remember is that Algebra in 8th grade leads to 9th-Geometry, 10th-Algebra 2, 11th-Precalculus, 12th Calculus. Don't like that pathway? Double up with Geometry and Algebra 2 in 9th. Take AP Stat in 11th. Be proactive in high school to ensure your child is on the most appropriate pathway for them, and speed up or slow down then as needed.

[Anonymous]

What about 3rd grade kid who consistently scores 99th percentile in MAP but got a B at some point in the past few months? Kid understands the content and is bored. Not sure why the B. Well this preclude him from compacted next year?

[Anonymous]

Anonymous wrote:What about 3rd grade kid who consistently scores 99th percentile in MAP but got a B at some point in the past few months? Kid understands the content and is bored. Not sure why the B. Well this preclude him from compacted next year?

Maybe kid'll be our next Einstein.

[Anonymous]

Anonymous wrote:

Anonymous wrote:What about 3rd grade kid who consistently scores 99th percentile in MAP but got a B at some point in the past few months? Kid understands the content and is bored. Not sure why the B. Well this preclude him from compacted next year?

Maybe kid'll be our next Einstein.

Did Einstein get precluded from 4/5 math?!!

[Anonymous]

The end of 3rd and 5th grade standards have not been shared. This is specifically about kids who have already done half of the compacted class and will not be allowed to finish it even if earning A’s and feeling fine with the pace.

If they could show that kids with “only” an 88th percentile Map score and strong math background are not successful, then maybe I’d have more faith. But I don’t believe that a random cutoff score is what determines a kid’s success later on.

I believe all kids should continue (at least those who want to) and that there should be a placement test at the end of 5th to determine their middle school class. Seems better than just kicking random kids out.

[Anonymous]

This would also be better because even if the kids need to repeat 6th grade math, it is a different curriculum that is used in middle schools so these kids will not need to repeat half of the 5th grade Eureka curriculum using identical instruction, problem sets, and tests.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:+1 A lot of folks don't get it, because it is what we grew up with, but the whole system of standardized testing was designed to keep people out of elite institutions. It might seem innocuous to give analogies about sailboats, but think about it for a minute.

I think you're conflating math the language portions of standardized testing.

No, PP. Please read up on the inherent inequities of standardized testing which include all topics. As others have noted, to succeed in getting the highest scores, particularly in this year, kids supplement classroom teaching through tutoring and/or parental instruction and/or special programs to enhance their scores. In addition, there are clearly parents, who know the drill; they know to prep because they know that these tests essentially cement a track for students from which many opportunities will be determined or denied. Not all parents have this insight or are as savvy. They don’t know the system.

Kids in lower SES groups are disadvantaged in this system. And in this year, when so many kids were doing DL at home while a parent had to work simultaneously or - as many kids in my DC’s Title I elementary school - were left in the care of an older sibling, sometimes not much older than the student (middle school or high school) these kids were especially left behind. Now we have the county suddenly raising the bar mid flight for kids who given the hard work and graded they put in, are earning As but may not have done as well on the MAP because they didn’t have the advantages of a parent or other resources to fill the gaps that math 4/5 didn’t cover in class. It’s outrageous. Sure, you want to start 3rd graders with a 90th threshold, then start that next year when - hopefully - kids will have a chance to regain any lost ground. The only people who support this nonsense are those who feel superior by excluding kids; it’s an ego boost. If a kid is getting As in 4/5 and thriving, they earn a spot in a 5/6 class. Period.

I’m sorry, but this is ridiculous. Let me introduce a relevant example of situations I am familiar with.

Kid A: Parents strictly enforce screen time limits, with no screen time allowed on weekdays. Purchased Beast Academy workbooks and require kid to complete an extra problem set each week. Parents check homework every day. In compacted math.

Kid B: Parents allow kid to play Minecraft 1-2 hours a day. No one checks on completion of homework. Not in compacted math.

Kid A is Black and parents are middle class. Kid B is white and parents are wealthy. Keeping in mind that these are real people that I know, I would love for you to explain to me how Kid A’s Black parents are committing inequality against Kid B. That extra work is producing results. Particularly with math, outside of the true geniuses, the kids that put in the work get the results and the standardized tests are a measure of the work that is put in. It is not inequality.

I think it's great for whoever wants to put in extra work outside school in math. It seems like the parents have a lot to do with it; and when we generalize, which I think we have to in this situation, a lot of the kids who aren't doing the extra work aren't doing it because their parents are poor and struggling. How many kids of their own volition would rather do Khan Academy? It's mostly parental push. Plus, shouldn't the school teach the accelerated math? Taking the course should be enough, right?

Not to mention, my kids (and DH and I) are like Kid A but we’ve been taking our queues for how hard to push from teachers who consistently told me DS was doing great in compacted math. DC got As and special shout outs for doing great in math. I took them at their word and yet my child’s MAP score isn’t 85 / 90th percentile. Now hearing that DC will be shut out of a track that will mean they are now essentially never going to make it in a science/math program in college. Wow, if only someone had said that despite all of the accolades from teachers my child was actually underachieving and can’t move to compacted math 5/6.

This is not right and not acceptable. I know I’m not alone. And I’m so sick of the smugness on this thread. It’s exactly why this pathetic system perpetuates. Some of you get off on it.

Your all-or-nothing thinking really is not going to help your kid. Really? Your kid is going to take math in the “regular” track and get AP calc senior year, and this is a failure that will mean he or she will never get into a strong college program? Get a grip. This is not the end of the world.

Is your kid "regular track"? Of course not. So stop it with your ludicrous sanctimony.

Yes, my kid is, or at least I presume so based on this thread. Mine is in the 85th MAP percentile so will not be in compacted next year.

Hey but with 85% they got a good shot at the MS magnet lottery!

Kids with 98-99 are not getting in.

I know it's a lottery and you only need 85% to get in the lottery so most of the kids admitted tend to be in the 85% to 90% range since there are more of them.