Alg I in 6th grade

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The essay was a paragraph. I doubt they even cared about it that much.

Actually the essay and achievements section was key. Otherwise how do students differentiate themselves? It’s bizarre to me that some people don’t see this. They only get to look at 7th and 8th grade MAP scores, STEM grades for 7th and 8th grade and the essays/achievements. Clearly the writing is what differentiates many of the kids. My own kid has an excellent essay with a very unique hook, all As and a MAP below the median of admitted students. The essay got him in at Blair and four other magnets.

How do you know whether it was essay, or achievements, or both, or neither (random tiebreaker, geographic balance, whatever)?

The essay and the achievements section were the differentiator. They didn’t have any other info to use to make the decision.

The essay was a paragraph. The essay is not going to be it all.

Well, when all you have are:

- grades for math and science for 7th and 8th grade
- the highest of the two most recent MAP-M scores
- the essay/personal statement/achievements written by the student

With only that info what do YOU think helps define one student from another? If you take out the kids with 320+ scores and accept them - how exactly does a kid with a 275 and all As differentiate themself from the other 150 kids with the same credentials? The ONLY way is though what they have written. Any parent who doesn’t recognize this and doesn’t encourage their child to truly stand out in those personal statements is 1) an idiot (claiming there is some other secret way they choose kids!) and 2) losing an opportunity. It may “only be a paragraph” (actually several, but yes, short) but it’s all they’ve got to differentiate!!

The essay and personal statement are the same thing?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The essay was a paragraph. I doubt they even cared about it that much.

Actually the essay and achievements section was key. Otherwise how do students differentiate themselves? It’s bizarre to me that some people don’t see this. They only get to look at 7th and 8th grade MAP scores, STEM grades for 7th and 8th grade and the essays/achievements. Clearly the writing is what differentiates many of the kids. My own kid has an excellent essay with a very unique hook, all As and a MAP below the median of admitted students. The essay got him in at Blair and four other magnets.

How do you know whether it was essay, or achievements, or both, or neither (random tiebreaker, geographic balance, whatever)?

The essay and the achievements section were the differentiator. They didn’t have any other info to use to make the decision.

The essay was a paragraph. The essay is not going to be it all.

Well, when all you have are:

- grades for math and science for 7th and 8th grade
- the highest of the two most recent MAP-M scores
- the essay/personal statement/achievements written by the student

With only that info what do YOU think helps define one student from another? If you take out the kids with 320+ scores and accept them - how exactly does a kid with a 275 and all As differentiate themself from the other 150 kids with the same credentials? The ONLY way is though what they have written. Any parent who doesn’t recognize this and doesn’t encourage their child to truly stand out in those personal statements is 1) an idiot (claiming there is some other secret way they choose kids!) and 2) losing an opportunity. It may “only be a paragraph” (actually several, but yes, short) but it’s all they’ve got to differentiate!!

The essay and personal statement are the same thing?

Yes, then there are three short prompts for achievements. Essay is about 250 words, the other prompts are more like 25 words.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The essay was a paragraph. I doubt they even cared about it that much.

Actually the essay and achievements section was key. Otherwise how do students differentiate themselves? It’s bizarre to me that some people don’t see this. They only get to look at 7th and 8th grade MAP scores, STEM grades for 7th and 8th grade and the essays/achievements. Clearly the writing is what differentiates many of the kids. My own kid has an excellent essay with a very unique hook, all As and a MAP below the median of admitted students. The essay got him in at Blair and four other magnets.

How do you know whether it was essay, or achievements, or both, or neither (random tiebreaker, geographic balance, whatever)?

The essay and the achievements section were the differentiator. They didn’t have any other info to use to make the decision.

The essay was a paragraph. The essay is not going to be it all.

Well, when all you have are:

- grades for math and science for 7th and 8th grade
- the highest of the two most recent MAP-M scores
- the essay/personal statement/achievements written by the student

With only that info what do YOU think helps define one student from another? If you take out the kids with 320+ scores and accept them - how exactly does a kid with a 275 and all As differentiate themself from the other 150 kids with the same credentials? The ONLY way is though what they have written. Any parent who doesn’t recognize this and doesn’t encourage their child to truly stand out in those personal statements is 1) an idiot (claiming there is some other secret way they choose kids!) and 2) losing an opportunity. It may “only be a paragraph” (actually several, but yes, short) but it’s all they’ve got to differentiate!!

Map does not go to 320+.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The essay was a paragraph. I doubt they even cared about it that much.

Actually the essay and achievements section was key. Otherwise how do students differentiate themselves? It’s bizarre to me that some people don’t see this. They only get to look at 7th and 8th grade MAP scores, STEM grades for 7th and 8th grade and the essays/achievements. Clearly the writing is what differentiates many of the kids. My own kid has an excellent essay with a very unique hook, all As and a MAP below the median of admitted students. The essay got him in at Blair and four other magnets.

How do you know whether it was essay, or achievements, or both, or neither (random tiebreaker, geographic balance, whatever)?

The essay and the achievements section were the differentiator. They didn’t have any other info to use to make the decision.

The essay was a paragraph. The essay is not going to be it all.

Well, when all you have are:

- grades for math and science for 7th and 8th grade
- the highest of the two most recent MAP-M scores
- the essay/personal statement/achievements written by the student

With only that info what do YOU think helps define one student from another? If you take out the kids with 320+ scores and accept them - how exactly does a kid with a 275 and all As differentiate themself from the other 150 kids with the same credentials? The ONLY way is though what they have written. Any parent who doesn’t recognize this and doesn’t encourage their child to truly stand out in those personal statements is 1) an idiot (claiming there is some other secret way they choose kids!) and 2) losing an opportunity. It may “only be a paragraph” (actually several, but yes, short) but it’s all they’ve got to differentiate!!

Map does not go to 320+.

That’s what you took away from that??? I can tell you that several kids at TPMS have had MAP scores in the 300-320 range. How about instead of being petty you answer the question? What do you think they differentiate with if not the essay and other statements written by the student?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The essay was a paragraph. I doubt they even cared about it that much.

Actually the essay and achievements section was key. Otherwise how do students differentiate themselves? It’s bizarre to me that some people don’t see this. They only get to look at 7th and 8th grade MAP scores, STEM grades for 7th and 8th grade and the essays/achievements. Clearly the writing is what differentiates many of the kids. My own kid has an excellent essay with a very unique hook, all As and a MAP below the median of admitted students. The essay got him in at Blair and four other magnets.

How do you know whether it was essay, or achievements, or both, or neither (random tiebreaker, geographic balance, whatever)?

The essay and the achievements section were the differentiator. They didn’t have any other info to use to make the decision.

The essay was a paragraph. The essay is not going to be it all.

Well, when all you have are:

- grades for math and science for 7th and 8th grade
- the highest of the two most recent MAP-M scores
- the essay/personal statement/achievements written by the student

With only that info what do YOU think helps define one student from another? If you take out the kids with 320+ scores and accept them - how exactly does a kid with a 275 and all As differentiate themself from the other 150 kids with the same credentials? The ONLY way is though what they have written. Any parent who doesn’t recognize this and doesn’t encourage their child to truly stand out in those personal statements is 1) an idiot (claiming there is some other secret way they choose kids!) and 2) losing an opportunity. It may “only be a paragraph” (actually several, but yes, short) but it’s all they’ve got to differentiate!!

Map does not go to 320+.

That’s what you took away from that??? I can tell you that several kids at TPMS have had MAP scores in the 300-320 range. How about instead of being petty you answer the question? What do you think they differentiate with if not the essay and other statements written by the student?

I think it goes up to 350 but never heard of anyone that far above 300.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

The essay was a paragraph. I doubt they even cared about it that much.

Actually the essay and achievements section was key. Otherwise how do students differentiate themselves? It’s bizarre to me that some people don’t see this. They only get to look at 7th and 8th grade MAP scores, STEM grades for 7th and 8th grade and the essays/achievements. Clearly the writing is what differentiates many of the kids. My own kid has an excellent essay with a very unique hook, all As and a MAP below the median of admitted students. The essay got him in at Blair and four other magnets.

How do you know whether it was essay, or achievements, or both, or neither (random tiebreaker, geographic balance, whatever)?

The essay and the achievements section were the differentiator. They didn’t have any other info to use to make the decision.

The essay was a paragraph. The essay is not going to be it all.

Well, when all you have are:

- grades for math and science for 7th and 8th grade
- the highest of the two most recent MAP-M scores
- the essay/personal statement/achievements written by the student

With only that info what do YOU think helps define one student from another? If you take out the kids with 320+ scores and accept them - how exactly does a kid with a 275 and all As differentiate themself from the other 150 kids with the same credentials? The ONLY way is though what they have written. Any parent who doesn’t recognize this and doesn’t encourage their child to truly stand out in those personal statements is 1) an idiot (claiming there is some other secret way they choose kids!) and 2) losing an opportunity. It may “only be a paragraph” (actually several, but yes, short) but it’s all they’ve got to differentiate!!

Map does not go to 320+.

That’s what you took away from that??? I can tell you that several kids at TPMS have had MAP scores in the 300-320 range. How about instead of being petty you answer the question? What do you think they differentiate with if not the essay and other statements written by the student?

I think it goes up to 350 but never heard of anyone that far above 300.

My kid is pretty convinced that he knows a kid with a sub 320 score. (I think 327).

[Anonymous]

I’ve heard anything above 260 on 6+ map math isn’t significant

[Anonymous]

Anonymous wrote:I’ve heard anything above 260 on 6+ map math isn’t significant

Some claimed they only looked at the percentage in the past, but I don't think that is true. Otherwise, I'd imagine the Blair Magnet coordinator would cite percentages instead of RIT scores.