AAP Results and Discussion 2025

[Anonymous]

Anonymous wrote:

Anonymous wrote:Is anyone else still waiting for results? We're in the WSHS pyramid and still don't have anything.

Maybe they forgot your packet? Reach out to the AART

Reached out to the AART and the AAP central office, and waiting for the eligibility email to be sent/re-sent. I just got an email with information for the full time AAP orientation at the center school, though. Does that mean my DC probably got accepted?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is anyone else still waiting for results? We're in the WSHS pyramid and still don't have anything.

Maybe they forgot your packet? Reach out to the AART

Reached out to the AART and the AAP central office, and waiting for the eligibility email to be sent/re-sent. I just got an email with information for the full time AAP orientation at the center school, though. Does that mean my DC probably got accepted?

Yes, I would think it means your DC was found eligible.

[Anonymous]

if a kid can get 99 percentile on cogat through prep. This kid has ability and will to excel in AAP. The kid is talented

[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:DP. I'm laughing at the idea that FCPS needs to guess which kids might have been prepped and misuse a teacher profile tool (HOPE) to keep them out of AAP.

Kids who are prepped have involved parents who value academics. They're going to be the ones in enrichment classes. If they struggle, the parents will get tutors. They can handle the program just fine.

Since AAP is at best a mildly accelerated program, it should be available for any kid who can handle it. That would include the kids with high scores on the CogAT or NNAT, prepped or otherwise. It would also include kids with high iready scores, whether or not they're in enrichment. And it should include the kids that the teachers think belong. There's no reason to restrict access.

Keep rationalizing your craziness!

Keep rationalizing your misuse of the HOPE scale. The NAGC documentation provided earlier in this thread and again here says:
"In other words, some students scored high on the achievement measure, but did not receive high teacher ratings on the HOPE Scale. Perhaps such students have negative behaviors, and they may be at risk of underachievement and not being placed in a program if the program requires high scores and teacher recommendations. We believe that their high scores on either measure should result in placement."
https://davis.agendaonline.net/public/Meeting/Attachments/DisplayAttachment.aspx?AttachmentID=238383&IsArchive=0

In the same paper, they advocate using HOPE for inclusion rather than exclusion, meaning HOPE should be used to lift kids into AAP who otherwise don't have the stats. It's not intended to keep kids out who do.

The HOPE scale was never designed to detect possible test preppers or exclude kids from receiving gifted services who otherwise seem to have the stats. It's purely a tool to lift kids into programs like AAP who show potential and who might have otherwise been overlooked.

I never said it was used to detect test preppers WTF. You must be talking to someone else from upthread.

The HOPE and other variables are increasingly considered in order to have a comprehensive picture of the kid. In an ideal world, test scores would suffice and would be reliable because people would not be enrolling in ACTUAL COURSES to improve their kids probably pathetic pre-prep test scores.

You're living in fantasy lala land if you think there are people extensively prepping their kids for CogAT but not also putting them in pretty hardcore academic enrichment programs. The kids who are heavily prepped for CogAT are also going to have high iready scores and will likely be favorably viewed by their teachers. Those kids are absolutely getting admitted to AAP. The kids with high CogAT scores and much lower achievement scores or ability scores are usually the ones with undiagnosed LDs or with minimal parental support at home. While I'm not sure that AAP in its current form is the right placement for kids with high CogAT and lower achievement, some sort of intervention is indicated.

For the most part, the prepped kids that I know still didn't have especially high CogAT scores, but were above grade level in reading and were given perfect GBRS scores. It's almost a FCPS trope that if you see a kid who is UMC, above grade level in reading but not drastically so, does pretty work, is eager to please the teacher/do more worksheets, is a "pleasure to have in class," and gets around a 120-130 CogAT score, the kid is at best a somewhat above average, heavily enriched kid.

None of this justifies FCPS' use of HOPE to exclude kids who have 98th percentile+ (heck, even 95th percentile+) scores in both CogAT and iready.

If a child is heavily enriched there is no need to complete a course to prep for the CoGAT. We are talking about a certain cohort of mostly east asian families who do not necessarily have funds or background for heavy enrichment but can pay up for CogAT prep classes.

95th percentile on I-Ready isn't actually that good in this area.

My guess is a lot of the kids who are heavily prepped and do not get in actually are not great readers and don't have much creativity and intellectual intensity, hence the low HOPE ratings.

To me, if a kid gets enrichment at home and in activities and scores respectably on tests without much if any prep, there is no question they belong in AAP. If a kid is getting prepped and this doesn't reflect their actual abilities, as evidenced by uneven presentation across the various indices, that tells me they are cheating and should just do advanced math or something.

The accusations of test prep and cheating is always against Asians. It is the same for TJ, except for TJ, people often say they are the rich Asians prepping and cheating.

There is a very tiny portion of people sending their kids to cogat class. There isn’t some secret strategy getting these Asian kids into AAP. You aren’t getting a dumb kid to score 150. What is more likely is a kid who may take the test cold and get a 120, may move that score to a 130.

You are just making this up to justify your cheating. The classes exist and they fill up, with mostly asian kids. Just look up Sunshine Academy. There's also Testing Mom and the like. The CogAT is a short and not particularly good test. I have no doubt someone with lower reading scores could be prepped to a high score on it.

Cheating implies taking a short cut. But no, sacrifice were made for these kids to test prep.

Test-prep is heavily engrained in East Asian academic culture. For those who grew up in China/HK/Taiwan/Japan/Korea, you'd understand the various institutions (補習班，塾、hagwon, you name it). You won't find it surprising these immigrant families want to set up the best future for their young child by mimicking what worked for them back in their home countries--hence businesses like Sunshine Academy. These kids take classes for 3-5 hours every weekend for academic prep (math, reading, test prep etc.).

On the other hand, they very likely miss out on other activities such as sports, hobbies, hanging out with friends/family, going on hike, etc. To call out this behavior as "cheating" is unfair to these families who are doing the most (and most of the time the only thing they know) to set up their kids for their future.

Yes, you may disagree with this philosophy because you may be depriving the next greatest athlete/artist/cultural engineer, but you need to understand academic is above all in Asian families.

At the end of the day, nobody is gaming the [CoGAT] system, it's the test that is flawed. Until somebody could develop an evaluation that cannot be prepped, this is all fair game.

And one more thing to add: first I'm not a Vivek, a conservative, or a Republican sympathizer but the bolded is exactly what Vivek meant in his tweet that ended his positioning under the current Administration.

Well no his problems came when he went on to insult American culture. It's ironic that he praises the hard work ethic grinding away at intellectual endeavors but his lack of soft skills quickly stopped him in his tracks. It will take a while before he and those like him understand this.

These are the kids with low HOPE scores who go on to hit a glass ceiling in life/their careers because they have the emotional intelligence of a dishrag. They don't understand there is more to success than high standardized test scores.

Not sure how it relates, but out of curiosity, exactly did Vivek say on social media?

It was the boy meets world post: https://x.com/VivekGRamaswamy/status/1872312139945234507?lang=en

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Is anyone else still waiting for results? We're in the WSHS pyramid and still don't have anything.

Maybe they forgot your packet? Reach out to the AART

Reached out to the AART and the AAP central office, and waiting for the eligibility email to be sent/re-sent. I just got an email with information for the full time AAP orientation at the center school, though. Does that mean my DC probably got accepted?

FWIW it probably went to a weird email. This happens every year. Whoever enrolled your child in your family used an email that you don't typically check, or that has since changed, and you haven't found it. Or it's stuck in spam.

You can find enrolling parent email in SIS.

[Anonymous]

My DS didn’t get in third grade because he bombed his NNAT first grade when he was told to take it his second day in public school- we had moved from Montessori based education prior to that. He will now join for 4th grade. Anything I should help him with this summer to prepare him? He excels in math, LA less so so any pointers on how to help him get up to speed and be confident when he joins would be great. Thanks

[Anonymous]

Current Grade: 2nd
NNAT: 143
CoGAT: 147
In Pool (Yes/No): Yes
iReady Math Percentile: 99th
iReady Reading Percentile: 98th
VALLS: 696 of 720
HOPE (good/bad/etc, # of exceptional subjects): Low scores on hope Questionnaire with Maths and Reading marked as exceptional subjects.

Pyramid: Chantilly

In/not in: Not in

DS was not selected for AAP, we though with good iReady, NNAT and CoGAT scores he had a chance. Not sure if there is a way or a chance to appeal with low HOPE question scores. Does anyone have any recommendations?

[Anonymous]

Anonymous wrote:Current Grade: 2nd
NNAT: 143
CoGAT: 147
In Pool (Yes/No): Yes
iReady Math Percentile: 99th
iReady Reading Percentile: 98th
VALLS: 696 of 720
HOPE (good/bad/etc, # of exceptional subjects): Low scores on hope Questionnaire with Maths and Reading marked as exceptional subjects.

Pyramid: Chantilly

In/not in: Not in

DS was not selected for AAP, we though with good iReady, NNAT and CoGAT scores he had a chance. Not sure if there is a way or a chance to appeal with low HOPE question scores. Does anyone have any recommendations?

You need a strong parent appeal with information that shows your kid should have been marked higher on those HOPE categories. If you didn't do the Parent Questionnaire before definitely do it now because that gives you more of a chance to show your child's gifted traits.

[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:

Anonymous wrote:DP. I'm laughing at the idea that FCPS needs to guess which kids might have been prepped and misuse a teacher profile tool (HOPE) to keep them out of AAP.

Kids who are prepped have involved parents who value academics. They're going to be the ones in enrichment classes. If they struggle, the parents will get tutors. They can handle the program just fine.

Since AAP is at best a mildly accelerated program, it should be available for any kid who can handle it. That would include the kids with high scores on the CogAT or NNAT, prepped or otherwise. It would also include kids with high iready scores, whether or not they're in enrichment. And it should include the kids that the teachers think belong. There's no reason to restrict access.

Keep rationalizing your craziness!

Keep rationalizing your misuse of the HOPE scale. The NAGC documentation provided earlier in this thread and again here says:
"In other words, some students scored high on the achievement measure, but did not receive high teacher ratings on the HOPE Scale. Perhaps such students have negative behaviors, and they may be at risk of underachievement and not being placed in a program if the program requires high scores and teacher recommendations. We believe that their high scores on either measure should result in placement."
https://davis.agendaonline.net/public/Meeting/Attachments/DisplayAttachment.aspx?AttachmentID=238383&IsArchive=0

In the same paper, they advocate using HOPE for inclusion rather than exclusion, meaning HOPE should be used to lift kids into AAP who otherwise don't have the stats. It's not intended to keep kids out who do.

The HOPE scale was never designed to detect possible test preppers or exclude kids from receiving gifted services who otherwise seem to have the stats. It's purely a tool to lift kids into programs like AAP who show potential and who might have otherwise been overlooked.

I never said it was used to detect test preppers WTF. You must be talking to someone else from upthread.

The HOPE and other variables are increasingly considered in order to have a comprehensive picture of the kid. In an ideal world, test scores would suffice and would be reliable because people would not be enrolling in ACTUAL COURSES to improve their kids probably pathetic pre-prep test scores.

You're living in fantasy lala land if you think there are people extensively prepping their kids for CogAT but not also putting them in pretty hardcore academic enrichment programs. The kids who are heavily prepped for CogAT are also going to have high iready scores and will likely be favorably viewed by their teachers. Those kids are absolutely getting admitted to AAP. The kids with high CogAT scores and much lower achievement scores or ability scores are usually the ones with undiagnosed LDs or with minimal parental support at home. While I'm not sure that AAP in its current form is the right placement for kids with high CogAT and lower achievement, some sort of intervention is indicated.

For the most part, the prepped kids that I know still didn't have especially high CogAT scores, but were above grade level in reading and were given perfect GBRS scores. It's almost a FCPS trope that if you see a kid who is UMC, above grade level in reading but not drastically so, does pretty work, is eager to please the teacher/do more worksheets, is a "pleasure to have in class," and gets around a 120-130 CogAT score, the kid is at best a somewhat above average, heavily enriched kid.

None of this justifies FCPS' use of HOPE to exclude kids who have 98th percentile+ (heck, even 95th percentile+) scores in both CogAT and iready.

If a child is heavily enriched there is no need to complete a course to prep for the CoGAT. We are talking about a certain cohort of mostly east asian families who do not necessarily have funds or background for heavy enrichment but can pay up for CogAT prep classes.

95th percentile on I-Ready isn't actually that good in this area.

My guess is a lot of the kids who are heavily prepped and do not get in actually are not great readers and don't have much creativity and intellectual intensity, hence the low HOPE ratings.

To me, if a kid gets enrichment at home and in activities and scores respectably on tests without much if any prep, there is no question they belong in AAP. If a kid is getting prepped and this doesn't reflect their actual abilities, as evidenced by uneven presentation across the various indices, that tells me they are cheating and should just do advanced math or something.

The accusations of test prep and cheating is always against Asians. It is the same for TJ, except for TJ, people often say they are the rich Asians prepping and cheating.

There is a very tiny portion of people sending their kids to cogat class. There isn’t some secret strategy getting these Asian kids into AAP. You aren’t getting a dumb kid to score 150. What is more likely is a kid who may take the test cold and get a 120, may move that score to a 130.

You are just making this up to justify your cheating. The classes exist and they fill up, with mostly asian kids. Just look up Sunshine Academy. There's also Testing Mom and the like. The CogAT is a short and not particularly good test. I have no doubt someone with lower reading scores could be prepped to a high score on it.

Cheating implies taking a short cut. But no, sacrifice were made for these kids to test prep.

Test-prep is heavily engrained in East Asian academic culture. For those who grew up in China/HK/Taiwan/Japan/Korea, you'd understand the various institutions (補習班，塾、hagwon, you name it). You won't find it surprising these immigrant families want to set up the best future for their young child by mimicking what worked for them back in their home countries--hence businesses like Sunshine Academy. These kids take classes for 3-5 hours every weekend for academic prep (math, reading, test prep etc.).

On the other hand, they very likely miss out on other activities such as sports, hobbies, hanging out with friends/family, going on hike, etc. To call out this behavior as "cheating" is unfair to these families who are doing the most (and most of the time the only thing they know) to set up their kids for their future.

Yes, you may disagree with this philosophy because you may be depriving the next greatest athlete/artist/cultural engineer, but you need to understand academic is above all in Asian families.

At the end of the day, nobody is gaming the [CoGAT] system, it's the test that is flawed. Until somebody could develop an evaluation that cannot be prepped, this is all fair game.

And one more thing to add: first I'm not a Vivek, a conservative, or a Republican sympathizer but the bolded is exactly what Vivek meant in his tweet that ended his positioning under the current Administration.

Well no his problems came when he went on to insult American culture. It's ironic that he praises the hard work ethic grinding away at intellectual endeavors but his lack of soft skills quickly stopped him in his tracks. It will take a while before he and those like him understand this.

These are the kids with low HOPE scores who go on to hit a glass ceiling in life/their careers because they have the emotional intelligence of a dishrag. They don't understand there is more to success than high standardized test scores.

Not sure how it relates, but out of curiosity, exactly did Vivek say on social media?

It was the boy meets world post: https://x.com/VivekGRamaswamy/status/1872312139945234507?lang=en

Okay, I sort of see how it relates now!

[Anonymous]

Current Grade: 2nd
NNAT: 137
CoGAT: 131
In Pool (Yes/No): No
iReady Math Percentile: 96th
iReady Reading Percentile: 93rd
VALLS: 712 of 720
HOPE (good/bad/etc, # of exceptional subjects): 5 always for acadmic related questions/6 almost always for social questions for HOPE with Maths and Reading/Writing marked as exceptional subjects.

Since it changed from GBRS to HOPE(which I find GBRS much more helpul getting to know what/how actually my child does in school)so I have no idea if this is strong rating to appeal.

Somehow he messed up some online tests, but otherswise he is a strong student. Our AART has never been very helpful, so just want to get some thoughts about appealing with these specs. Don’t want to hassle around if low chance.

Pyramid: Chantilly

In/not in: Not in

[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:DP. I'm laughing at the idea that FCPS needs to guess which kids might have been prepped and misuse a teacher profile tool (HOPE) to keep them out of AAP.

Kids who are prepped have involved parents who value academics. They're going to be the ones in enrichment classes. If they struggle, the parents will get tutors. They can handle the program just fine.

Since AAP is at best a mildly accelerated program, it should be available for any kid who can handle it. That would include the kids with high scores on the CogAT or NNAT, prepped or otherwise. It would also include kids with high iready scores, whether or not they're in enrichment. And it should include the kids that the teachers think belong. There's no reason to restrict access.

Keep rationalizing your craziness!

Keep rationalizing your misuse of the HOPE scale. The NAGC documentation provided earlier in this thread and again here says:
"In other words, some students scored high on the achievement measure, but did not receive high teacher ratings on the HOPE Scale. Perhaps such students have negative behaviors, and they may be at risk of underachievement and not being placed in a program if the program requires high scores and teacher recommendations. We believe that their high scores on either measure should result in placement."
https://davis.agendaonline.net/public/Meeting/Attachments/DisplayAttachment.aspx?AttachmentID=238383&IsArchive=0

In the same paper, they advocate using HOPE for inclusion rather than exclusion, meaning HOPE should be used to lift kids into AAP who otherwise don't have the stats. It's not intended to keep kids out who do.

The HOPE scale was never designed to detect possible test preppers or exclude kids from receiving gifted services who otherwise seem to have the stats. It's purely a tool to lift kids into programs like AAP who show potential and who might have otherwise been overlooked.

I never said it was used to detect test preppers WTF. You must be talking to someone else from upthread.

The HOPE and other variables are increasingly considered in order to have a comprehensive picture of the kid. In an ideal world, test scores would suffice and would be reliable because people would not be enrolling in ACTUAL COURSES to improve their kids probably pathetic pre-prep test scores.

You're living in fantasy lala land if you think there are people extensively prepping their kids for CogAT but not also putting them in pretty hardcore academic enrichment programs. The kids who are heavily prepped for CogAT are also going to have high iready scores and will likely be favorably viewed by their teachers. Those kids are absolutely getting admitted to AAP. The kids with high CogAT scores and much lower achievement scores or ability scores are usually the ones with undiagnosed LDs or with minimal parental support at home. While I'm not sure that AAP in its current form is the right placement for kids with high CogAT and lower achievement, some sort of intervention is indicated.

For the most part, the prepped kids that I know still didn't have especially high CogAT scores, but were above grade level in reading and were given perfect GBRS scores. It's almost a FCPS trope that if you see a kid who is UMC, above grade level in reading but not drastically so, does pretty work, is eager to please the teacher/do more worksheets, is a "pleasure to have in class," and gets around a 120-130 CogAT score, the kid is at best a somewhat above average, heavily enriched kid.

None of this justifies FCPS' use of HOPE to exclude kids who have 98th percentile+ (heck, even 95th percentile+) scores in both CogAT and iready.

If a child is heavily enriched there is no need to complete a course to prep for the CoGAT. We are talking about a certain cohort of mostly east asian families who do not necessarily have funds or background for heavy enrichment but can pay up for CogAT prep classes.

95th percentile on I-Ready isn't actually that good in this area.

My guess is a lot of the kids who are heavily prepped and do not get in actually are not great readers and don't have much creativity and intellectual intensity, hence the low HOPE ratings.

To me, if a kid gets enrichment at home and in activities and scores respectably on tests without much if any prep, there is no question they belong in AAP. If a kid is getting prepped and this doesn't reflect their actual abilities, as evidenced by uneven presentation across the various indices, that tells me they are cheating and should just do advanced math or something.

The accusations of test prep and cheating is always against Asians. It is the same for TJ, except for TJ, people often say they are the rich Asians prepping and cheating.

There is a very tiny portion of people sending their kids to cogat class. There isn’t some secret strategy getting these Asian kids into AAP. You aren’t getting a dumb kid to score 150. What is more likely is a kid who may take the test cold and get a 120, may move that score to a 130.

You are just making this up to justify your cheating. The classes exist and they fill up, with mostly asian kids. Just look up Sunshine Academy. There's also Testing Mom and the like. The CogAT is a short and not particularly good test. I have no doubt someone with lower reading scores could be prepped to a high score on it.

Cheating implies taking a short cut. But no, sacrifice were made for these kids to test prep.

Test-prep is heavily engrained in East Asian academic culture. For those who grew up in China/HK/Taiwan/Japan/Korea, you'd understand the various institutions (補習班，塾、hagwon, you name it). You won't find it surprising these immigrant families want to set up the best future for their young child by mimicking what worked for them back in their home countries--hence businesses like Sunshine Academy. These kids take classes for 3-5 hours every weekend for academic prep (math, reading, test prep etc.).

On the other hand, they very likely miss out on other activities such as sports, hobbies, hanging out with friends/family, going on hike, etc. To call out this behavior as "cheating" is unfair to these families who are doing the most (and most of the time the only thing they know) to set up their kids for their future.

Yes, you may disagree with this philosophy because you may be depriving the next greatest athlete/artist/cultural engineer, but you need to understand academic is above all in Asian families.

At the end of the day, nobody is gaming the [CoGAT] system, it's the test that is flawed. Until somebody could develop an evaluation that cannot be prepped, this is all fair game.

And one more thing to add: first I'm not a Vivek, a conservative, or a Republican sympathizer but the bolded is exactly what Vivek meant in his tweet that ended his positioning under the current Administration.

Well no his problems came when he went on to insult American culture. It's ironic that he praises the hard work ethic grinding away at intellectual endeavors but his lack of soft skills quickly stopped him in his tracks. It will take a while before he and those like him understand this.

These are the kids with low HOPE scores who go on to hit a glass ceiling in life/their careers because they have the emotional intelligence of a dishrag. They don't understand there is more to success than high standardized test scores.

Not sure how it relates, but out of curiosity, exactly did Vivek say on social media?

Paraphrasing but he said companies hire H1b foreign workers because in those cultures they value education while Americans only care about football. There was also a reference to a culture of Americans preferring Zack Slater over Steve Urkel archetypes.

[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:

Anonymous wrote:DP. I'm laughing at the idea that FCPS needs to guess which kids might have been prepped and misuse a teacher profile tool (HOPE) to keep them out of AAP.

Kids who are prepped have involved parents who value academics. They're going to be the ones in enrichment classes. If they struggle, the parents will get tutors. They can handle the program just fine.

Since AAP is at best a mildly accelerated program, it should be available for any kid who can handle it. That would include the kids with high scores on the CogAT or NNAT, prepped or otherwise. It would also include kids with high iready scores, whether or not they're in enrichment. And it should include the kids that the teachers think belong. There's no reason to restrict access.

Keep rationalizing your craziness!

Keep rationalizing your misuse of the HOPE scale. The NAGC documentation provided earlier in this thread and again here says:
"In other words, some students scored high on the achievement measure, but did not receive high teacher ratings on the HOPE Scale. Perhaps such students have negative behaviors, and they may be at risk of underachievement and not being placed in a program if the program requires high scores and teacher recommendations. We believe that their high scores on either measure should result in placement."
https://davis.agendaonline.net/public/Meeting/Attachments/DisplayAttachment.aspx?AttachmentID=238383&IsArchive=0

In the same paper, they advocate using HOPE for inclusion rather than exclusion, meaning HOPE should be used to lift kids into AAP who otherwise don't have the stats. It's not intended to keep kids out who do.

The HOPE scale was never designed to detect possible test preppers or exclude kids from receiving gifted services who otherwise seem to have the stats. It's purely a tool to lift kids into programs like AAP who show potential and who might have otherwise been overlooked.

I never said it was used to detect test preppers WTF. You must be talking to someone else from upthread.

The HOPE and other variables are increasingly considered in order to have a comprehensive picture of the kid. In an ideal world, test scores would suffice and would be reliable because people would not be enrolling in ACTUAL COURSES to improve their kids probably pathetic pre-prep test scores.

You're living in fantasy lala land if you think there are people extensively prepping their kids for CogAT but not also putting them in pretty hardcore academic enrichment programs. The kids who are heavily prepped for CogAT are also going to have high iready scores and will likely be favorably viewed by their teachers. Those kids are absolutely getting admitted to AAP. The kids with high CogAT scores and much lower achievement scores or ability scores are usually the ones with undiagnosed LDs or with minimal parental support at home. While I'm not sure that AAP in its current form is the right placement for kids with high CogAT and lower achievement, some sort of intervention is indicated.

For the most part, the prepped kids that I know still didn't have especially high CogAT scores, but were above grade level in reading and were given perfect GBRS scores. It's almost a FCPS trope that if you see a kid who is UMC, above grade level in reading but not drastically so, does pretty work, is eager to please the teacher/do more worksheets, is a "pleasure to have in class," and gets around a 120-130 CogAT score, the kid is at best a somewhat above average, heavily enriched kid.

None of this justifies FCPS' use of HOPE to exclude kids who have 98th percentile+ (heck, even 95th percentile+) scores in both CogAT and iready.

If a child is heavily enriched there is no need to complete a course to prep for the CoGAT. We are talking about a certain cohort of mostly east asian families who do not necessarily have funds or background for heavy enrichment but can pay up for CogAT prep classes.

95th percentile on I-Ready isn't actually that good in this area.

My guess is a lot of the kids who are heavily prepped and do not get in actually are not great readers and don't have much creativity and intellectual intensity, hence the low HOPE ratings.

To me, if a kid gets enrichment at home and in activities and scores respectably on tests without much if any prep, there is no question they belong in AAP. If a kid is getting prepped and this doesn't reflect their actual abilities, as evidenced by uneven presentation across the various indices, that tells me they are cheating and should just do advanced math or something.

The accusations of test prep and cheating is always against Asians. It is the same for TJ, except for TJ, people often say they are the rich Asians prepping and cheating.

There is a very tiny portion of people sending their kids to cogat class. There isn’t some secret strategy getting these Asian kids into AAP. You aren’t getting a dumb kid to score 150. What is more likely is a kid who may take the test cold and get a 120, may move that score to a 130.

You are just making this up to justify your cheating. The classes exist and they fill up, with mostly asian kids. Just look up Sunshine Academy. There's also Testing Mom and the like. The CogAT is a short and not particularly good test. I have no doubt someone with lower reading scores could be prepped to a high score on it.

Cheating implies taking a short cut. But no, sacrifice were made for these kids to test prep.

Test-prep is heavily engrained in East Asian academic culture. For those who grew up in China/HK/Taiwan/Japan/Korea, you'd understand the various institutions (補習班，塾、hagwon, you name it). You won't find it surprising these immigrant families want to set up the best future for their young child by mimicking what worked for them back in their home countries--hence businesses like Sunshine Academy. These kids take classes for 3-5 hours every weekend for academic prep (math, reading, test prep etc.).

On the other hand, they very likely miss out on other activities such as sports, hobbies, hanging out with friends/family, going on hike, etc. To call out this behavior as "cheating" is unfair to these families who are doing the most (and most of the time the only thing they know) to set up their kids for their future.

Yes, you may disagree with this philosophy because you may be depriving the next greatest athlete/artist/cultural engineer, but you need to understand academic is above all in Asian families.

At the end of the day, nobody is gaming the [CoGAT] system, it's the test that is flawed. Until somebody could develop an evaluation that cannot be prepped, this is all fair game.

And one more thing to add: first I'm not a Vivek, a conservative, or a Republican sympathizer but the bolded is exactly what Vivek meant in his tweet that ended his positioning under the current Administration.

Well no his problems came when he went on to insult American culture. It's ironic that he praises the hard work ethic grinding away at intellectual endeavors but his lack of soft skills quickly stopped him in his tracks. It will take a while before he and those like him understand this.

These are the kids with low HOPE scores who go on to hit a glass ceiling in life/their careers because they have the emotional intelligence of a dishrag. They don't understand there is more to success than high standardized test scores.

Not sure how it relates, but out of curiosity, exactly did Vivek say on social media?

Paraphrasing but he said companies hire H1b foreign workers because in those cultures they value education while Americans only care about football. There was also a reference to a culture of Americans preferring Zack Slater over Steve Urkel archetypes.

I just read it. Vivek basically called Americans lazy and not hard working.

[Anonymous]

Anonymous wrote:Current Grade: 2nd
NNAT: 137
CoGAT: 131
In Pool (Yes/No): No
iReady Math Percentile: 96th
iReady Reading Percentile: 93rd
VALLS: 712 of 720
HOPE (good/bad/etc, # of exceptional subjects): 5 always for acadmic related questions/6 almost always for social questions for HOPE with Maths and Reading/Writing marked as exceptional subjects.

Since it changed from GBRS to HOPE(which I find GBRS much more helpul getting to know what/how actually my child does in school)so I have no idea if this is strong rating to appeal.

Somehow he messed up some online tests, but otherswise he is a strong student. Our AART has never been very helpful, so just want to get some thoughts about appealing with these specs. Don’t want to hassle around if low chance.

Pyramid: Chantilly

In/not in: Not in

This is a very strong HOPE. I would definitely appeal. Can you get a WISC?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Current Grade: 2nd
NNAT: 137
CoGAT: 131
In Pool (Yes/No): No
iReady Math Percentile: 96th
iReady Reading Percentile: 93rd
VALLS: 712 of 720
HOPE (good/bad/etc, # of exceptional subjects): 5 always for acadmic related questions/6 almost always for social questions for HOPE with Maths and Reading/Writing marked as exceptional subjects.

Since it changed from GBRS to HOPE(which I find GBRS much more helpul getting to know what/how actually my child does in school)so I have no idea if this is strong rating to appeal.

Somehow he messed up some online tests, but otherswise he is a strong student. Our AART has never been very helpful, so just want to get some thoughts about appealing with these specs. Don’t want to hassle around if low chance.

Pyramid: Chantilly

In/not in: Not in

This is a very strong HOPE. I would definitely appeal. Can you get a WISC?

Thanks for your feedback! It is really helpful getting ideas about this whole HOPE, so new to me. I was not thinking wisc-although I am aware that his universal screener scores not very high-just supplementing some stronger work samples as his school samples were kind of meh.

Any idea if wisc and another parent questionnaire along with would make a total difference? I didn’t really have other kids appealed with wisc around me and they still got in while their test scores might not have been that great.

[Anonymous]

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Anonymous wrote:DP. I'm laughing at the idea that FCPS needs to guess which kids might have been prepped and misuse a teacher profile tool (HOPE) to keep them out of AAP.

Kids who are prepped have involved parents who value academics. They're going to be the ones in enrichment classes. If they struggle, the parents will get tutors. They can handle the program just fine.

Since AAP is at best a mildly accelerated program, it should be available for any kid who can handle it. That would include the kids with high scores on the CogAT or NNAT, prepped or otherwise. It would also include kids with high iready scores, whether or not they're in enrichment. And it should include the kids that the teachers think belong. There's no reason to restrict access.

Keep rationalizing your craziness!

Keep rationalizing your misuse of the HOPE scale. The NAGC documentation provided earlier in this thread and again here says:
"In other words, some students scored high on the achievement measure, but did not receive high teacher ratings on the HOPE Scale. Perhaps such students have negative behaviors, and they may be at risk of underachievement and not being placed in a program if the program requires high scores and teacher recommendations. We believe that their high scores on either measure should result in placement."
https://davis.agendaonline.net/public/Meeting/Attachments/DisplayAttachment.aspx?AttachmentID=238383&IsArchive=0

In the same paper, they advocate using HOPE for inclusion rather than exclusion, meaning HOPE should be used to lift kids into AAP who otherwise don't have the stats. It's not intended to keep kids out who do.

The HOPE scale was never designed to detect possible test preppers or exclude kids from receiving gifted services who otherwise seem to have the stats. It's purely a tool to lift kids into programs like AAP who show potential and who might have otherwise been overlooked.

I never said it was used to detect test preppers WTF. You must be talking to someone else from upthread.

The HOPE and other variables are increasingly considered in order to have a comprehensive picture of the kid. In an ideal world, test scores would suffice and would be reliable because people would not be enrolling in ACTUAL COURSES to improve their kids probably pathetic pre-prep test scores.

You're living in fantasy lala land if you think there are people extensively prepping their kids for CogAT but not also putting them in pretty hardcore academic enrichment programs. The kids who are heavily prepped for CogAT are also going to have high iready scores and will likely be favorably viewed by their teachers. Those kids are absolutely getting admitted to AAP. The kids with high CogAT scores and much lower achievement scores or ability scores are usually the ones with undiagnosed LDs or with minimal parental support at home. While I'm not sure that AAP in its current form is the right placement for kids with high CogAT and lower achievement, some sort of intervention is indicated.

For the most part, the prepped kids that I know still didn't have especially high CogAT scores, but were above grade level in reading and were given perfect GBRS scores. It's almost a FCPS trope that if you see a kid who is UMC, above grade level in reading but not drastically so, does pretty work, is eager to please the teacher/do more worksheets, is a "pleasure to have in class," and gets around a 120-130 CogAT score, the kid is at best a somewhat above average, heavily enriched kid.

None of this justifies FCPS' use of HOPE to exclude kids who have 98th percentile+ (heck, even 95th percentile+) scores in both CogAT and iready.

If a child is heavily enriched there is no need to complete a course to prep for the CoGAT. We are talking about a certain cohort of mostly east asian families who do not necessarily have funds or background for heavy enrichment but can pay up for CogAT prep classes.

95th percentile on I-Ready isn't actually that good in this area.

My guess is a lot of the kids who are heavily prepped and do not get in actually are not great readers and don't have much creativity and intellectual intensity, hence the low HOPE ratings.

To me, if a kid gets enrichment at home and in activities and scores respectably on tests without much if any prep, there is no question they belong in AAP. If a kid is getting prepped and this doesn't reflect their actual abilities, as evidenced by uneven presentation across the various indices, that tells me they are cheating and should just do advanced math or something.

The accusations of test prep and cheating is always against Asians. It is the same for TJ, except for TJ, people often say they are the rich Asians prepping and cheating.

There is a very tiny portion of people sending their kids to cogat class. There isn’t some secret strategy getting these Asian kids into AAP. You aren’t getting a dumb kid to score 150. What is more likely is a kid who may take the test cold and get a 120, may move that score to a 130.

You are just making this up to justify your cheating. The classes exist and they fill up, with mostly asian kids. Just look up Sunshine Academy. There's also Testing Mom and the like. The CogAT is a short and not particularly good test. I have no doubt someone with lower reading scores could be prepped to a high score on it.

Cheating implies taking a short cut. But no, sacrifice were made for these kids to test prep.

Test-prep is heavily engrained in East Asian academic culture. For those who grew up in China/HK/Taiwan/Japan/Korea, you'd understand the various institutions (補習班，塾、hagwon, you name it). You won't find it surprising these immigrant families want to set up the best future for their young child by mimicking what worked for them back in their home countries--hence businesses like Sunshine Academy. These kids take classes for 3-5 hours every weekend for academic prep (math, reading, test prep etc.).

On the other hand, they very likely miss out on other activities such as sports, hobbies, hanging out with friends/family, going on hike, etc. To call out this behavior as "cheating" is unfair to these families who are doing the most (and most of the time the only thing they know) to set up their kids for their future.

Yes, you may disagree with this philosophy because you may be depriving the next greatest athlete/artist/cultural engineer, but you need to understand academic is above all in Asian families.

At the end of the day, nobody is gaming the [CoGAT] system, it's the test that is flawed. Until somebody could develop an evaluation that cannot be prepped, this is all fair game.

And one more thing to add: first I'm not a Vivek, a conservative, or a Republican sympathizer but the bolded is exactly what Vivek meant in his tweet that ended his positioning under the current Administration.

Well no his problems came when he went on to insult American culture. It's ironic that he praises the hard work ethic grinding away at intellectual endeavors but his lack of soft skills quickly stopped him in his tracks. It will take a while before he and those like him understand this.

These are the kids with low HOPE scores who go on to hit a glass ceiling in life/their careers because they have the emotional intelligence of a dishrag. They don't understand there is more to success than high standardized test scores.

Not sure how it relates, but out of curiosity, exactly did Vivek say on social media?

Paraphrasing but he said companies hire H1b foreign workers because in those cultures they value education while Americans only care about football. There was also a reference to a culture of Americans preferring Zack Slater over Steve Urkel archetypes.

I just read it. Vivek basically called Americans lazy and not hard working.

I wouldn't generalize it as being THAT broad. It's more like a certain segment of Americans, who are mainly first gen immigrants like him (i.e., the nerds), are hard working while other segments, who idolize pop culture such as Zack Slater (e.g., the letterman jacket bros), are lazy and not hard working.