Can a sixth grader take algebra 1?

[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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

[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.

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.

This is the speculation we hear from parents who only know underperforming grades.

[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.

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.

This is the speculation we hear from parents who only know underperforming grades.

I am just glad that these are not the people who make decision about what to teach to high performing kids.

[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.

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.

This is the speculation we hear from parents who only know underperforming grades.

I am just glad that these are not the people who make decision about what to teach to high performing kids.

You can teach your kids whatever you like, and take them to whatever school fits the academic goals you set for them. I’m actually not against teaching algebra early to students that can handle it by some objective measure. I’m just saying that the MAP 2-5 score from 5th grade is not appropriate. If you want to convince yourself spend $60 and have your child take MAP 6+ and see if the scores are equivalent. The student would benefit more from working at the appropriate level of difficulty then just insisting on Algebra in 6th, which is more or less arbitrary.

[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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

[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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

[Anonymous]

Anonymous wrote:

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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You heard wrong.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

E don’t need to identify where our kids go to school. We

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

Other posters have already explained why these claims are wrong or misleading. Just go back and read the previous posts in this same thread. Stop spreading nonsense.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

Other posters have already explained why these claims are wrong or misleading. Just go back and read the previous posts in this same thread. Stop spreading nonsense.

Other posters have explained these claims are misleading since we only know of a few wealthy Potomac schools where this goes on. Nobody has identified any other schools where this is a thing. Sure, I don't doubt that some school may have one kid every few years whose parents raise a fuss and gets put a year ahead but the only places where this really goes on consistently are the schools in Potomac, and despite the claims to the contrary, nobody has shown anything different.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

You are incorrectly reading that post. CES kids when they finish 5th grade, their score ranges from 250 to 285. Those are the kids who are looking for Algebra as they already done with pre-algebra.

I am not concerned about the few kids who took aim in fifth as that’s not the discussion. The discussion is really about kids who are skipping aim and going directly into algebra. Yes, they have higher scores due to exposure to aim but some of our kids score that without aim. 235 is a good score but low to start algebra. I think I was told they looked for 250 or higher without aim. If a child has aim and is only scoring 250 it is pretty low given they had aim.

It just doesn't seem right that kids from the wealthier schools get all these advantages.

We are not at a wealthy school so stop making up stuff. My child skipped aim and went to algebra like op is asking.

I heard this was only available to families assigned to wealthy Potomac schoools.

You keep posting this, even though you've been corrected before.

The only schools this is available at are wealthy W feeders in Potomac. Nobody has identified schools other places aside from magnets, which allow students who already took AIM at their rich W feeder to continue the progression while others, even ones with higher test scores, are forced into taking AIM. It just seems wrong, and I know some have claimed there are a few other schools that do this, but they can't name the school, which isn't credible.

E don’t need to identify where our kids go to school. We

if you can't specify then we have to assume it's fiction