CogAT scores are here!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Newbie here. My kid has a composite score of 138 (99th) and a quantitative score of 150 (99th, looks like he only missed one question). His verbal is good but not AAP good (126, 96th when age based but only 92nd for grade based because he is a young summer birthday). His nonverbal was a weakness (scored 110, only 70th for age based and 68th for grade based).

What are his chances? Don't know what his teacher form will say, he is a rule follower and not a behavioral concern but he is "bouncy" and chatty and kind of socially awkward (but never mean...) , probably has ADHD honestly

Last year, DS had similar (137, Quant of 141, I think same verbal, and a little higher NV), and a lot of same tendencies in class, but more behavioral issues than you encountered. Wasnt diagnosed ADHD until after admissions, but was accepted as LIV in first round. We supplemented with good writing sample that we worked on the week prior, and doubled down on math strength and our parent statements focussed on his competitive nature and needing good role models in class (apparently you can't say bored or you'll be flagged). I thought he was borderline and glad he got in because in similar cases, I've heard they recommend you for III for math only push-ins. Best of luck!

The bolded is incorrect. The central committee picks either acceptance or rejection, and that is the only thing communicated to the school. They can't recommend or accept you into any programs at the school. There is no guarantee that a high Quant child will be given LIII or advanced math, and both of those are completely school based decisions. Some schools don't offer advanced math until 5th grade. In others, placement in advanced math is limited by the space in the LLIV or LIV classrooms, and kids who otherwise qualify may not be placed.

for the parent of the kid with the 138 composite: The scores are good enough. They don't care that much about CogAT NV, and the verbal is high enough. I would guess that either the HOPE was bad, the iready scores were low, or the work samples were bad.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Newbie here. My kid has a composite score of 138 (99th) and a quantitative score of 150 (99th, looks like he only missed one question). His verbal is good but not AAP good (126, 96th when age based but only 92nd for grade based because he is a young summer birthday). His nonverbal was a weakness (scored 110, only 70th for age based and 68th for grade based).

What are his chances? Don't know what his teacher form will say, he is a rule follower and not a behavioral concern but he is "bouncy" and chatty and kind of socially awkward (but never mean...) , probably has ADHD honestly

Last year, DS had similar (137, Quant of 141, I think same verbal, and a little higher NV), and a lot of same tendencies in class, but more behavioral issues than you encountered. Wasnt diagnosed ADHD until after admissions, but was accepted as LIV in first round. We supplemented with good writing sample that we worked on the week prior, and doubled down on math strength and our parent statements focussed on his competitive nature and needing good role models in class (apparently you can't say bored or you'll be flagged). I thought he was borderline and glad he got in because in similar cases, I've heard they recommend you for III for math only push-ins. Best of luck!

The bolded is incorrect. The central committee picks either acceptance or rejection, and that is the only thing communicated to the school. They can't recommend or accept you into any programs at the school. There is no guarantee that a high Quant child will be given LIII or advanced math, and both of those are completely school based decisions. Some schools don't offer advanced math until 5th grade. In others, placement in advanced math is limited by the space in the LLIV or LIV classrooms, and kids who otherwise qualify may not be placed.

for the parent of the kid with the 138 composite: The scores are good enough. They don't care that much about CogAT NV, and the verbal is high enough. I would guess that either the HOPE was bad, the iready scores were low, or the work samples were bad.

Anecdotally, the committee certainly DOES make this determination, though the PP is correct that it's not communicated in this way. I've followed in enough years these cases to see the trends. It may be flipped on its side with the advent of EVERY school having a LLIV, but historically, equally competent files from a school with the LLIV resources would be rejected, whereas one without a LLIV component would be accepted into LIV. The Committee certainly had historically considered whether the local school can meet the needs of the student that requires accelerated math, which can act against a child's chances if there are local resources to be able to address it already.