CES letters?

[Anonymous]

I wonder about the cut-off for the reading level to get into the lottery. It's 75-percentile for MAP-R but could be much higher for reading level. You'd have to satisfy both to get into the lottery.

[Anonymous]

Anonymous wrote:I wonder about the cut-off for the reading level to get into the lottery. It's 75-percentile for MAP-R but could be much higher for reading level. You'd have to satisfy both to get into the lottery.

Aren't they correlated pretty closely? Or are you talking about the teacher-reported reading level?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Anyone have a child with a reading lexile level of 1300+? What's their MAP-R?

That would be 240-250 I'm guessing.That's well beyond the 99% for a 3rd grader.

I responded on the first page that my kid scored 232 on the MAP-R.

Lexile "1205-1355" according to the results, so not fully over 1300.

That's all I know, though.

Does it even matter though, given that it is a lottery? Yes, you have to be considered qualified to enter the lottery, but once you are in, is there any differentiation between those who just made the cutoff v. those who were way above? Similarly, does IEP or FARM matter at that point, or is it just a factor to get you into the lottery pool?

I don't really have those answers-- I was just answering that PP's question.

[Anonymous]

my kid was 225 mapR in fall at 99 percentile. She came back from being out with covid and took the winter test at 224 or 97 percentile. It does seem like a big jump between 75 percentile and the 90s. Seems unfair to use a lottery and take kids with much lower scores.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Anyone have a child with a reading lexile level of 1300+? What's their MAP-R?

That would be 240-250 I'm guessing.That's well beyond the 99% for a 3rd grader.

I responded on the first page that my kid scored 232 on the MAP-R.

Lexile "1205-1355" according to the results, so not fully over 1300.

That's all I know, though.

Does it even matter though, given that it is a lottery? Yes, you have to be considered qualified to enter the lottery, but once you are in, is there any differentiation between those who just made the cutoff v. those who were way above? Similarly, does IEP or FARM matter at that point, or is it just a factor to get you into the lottery pool?

That’s right, and that’s the drawback of the lottery. Some kids, like PPs above, really need enrichment. A Lexile score over 1300 shows a true need for accelerated learning. CES would be a benefit to many, but it is a necessity for some, and the lottery doesn’t take that into account. My son is the 227 above. The pace of learning and content at school is painfully slow for him. It seems to me that there is probably a significant difference in need between those kids who are scoring at this level and those who make the lottery at 75th %ile, which is above average but not demonstrating a true need for acceleration.

My oldest who attended a local CES was 236 on the MAP-R and 247 on the MAP-M at the end of 3rd. I think they were somewhere in the middle for their program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Anyone have a child with a reading lexile level of 1300+? What's their MAP-R?

That would be 240-250 I'm guessing.That's well beyond the 99% for a 3rd grader.

I responded on the first page that my kid scored 232 on the MAP-R.

Lexile "1205-1355" according to the results, so not fully over 1300.

That's all I know, though.

Does it even matter though, given that it is a lottery? Yes, you have to be considered qualified to enter the lottery, but once you are in, is there any differentiation between those who just made the cutoff v. those who were way above? Similarly, does IEP or FARM matter at that point, or is it just a factor to get you into the lottery pool?

That’s right, and that’s the drawback of the lottery. Some kids, like PPs above, really need enrichment. A Lexile score over 1300 shows a true need for accelerated learning. CES would be a benefit to many, but it is a necessity for some, and the lottery doesn’t take that into account. My son is the 227 above. The pace of learning and content at school is painfully slow for him. It seems to me that there is probably a significant difference in need between those kids who are scoring at this level and those who make the lottery at 75th %ile, which is above average but not demonstrating a true need for acceleration.

My oldest who attended a local CES was 236 on the MAP-R and 247 on the MAP-M at the end of 3rd. I think they were somewhere in the middle for their program.

This was before the lottery. Today they'd likely be passed over.

[Anonymous]

75 percentile for MAP-R does seem a bit wide, but I do think that so many more-advantaged parents are prepping their children, which puts the students whose parents are unlikely are unable to prep their children (lower SES, some ethnic groups) at a big disadvantage. So I do think the wider allowance sounds fine.

[Anonymous]

Anonymous wrote:75 percentile for MAP-R does seem a bit wide, but I do think that so many more-advantaged parents are prepping their children, which puts the students whose parents are unlikely are unable to prep their children (lower SES, some ethnic groups) at a big disadvantage. So I do think the wider allowance sounds fine.

unlikely *or* unable

[Anonymous]

No response yet. 240 MAP-R, 280 MAP-M, high FARM rate school

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Anyone have a child with a reading lexile level of 1300+? What's their MAP-R?

That would be 240-250 I'm guessing.That's well beyond the 99% for a 3rd grader.

I responded on the first page that my kid scored 232 on the MAP-R.

Lexile "1205-1355" according to the results, so not fully over 1300.

That's all I know, though.

Does it even matter though, given that it is a lottery? Yes, you have to be considered qualified to enter the lottery, but once you are in, is there any differentiation between those who just made the cutoff v. those who were way above? Similarly, does IEP or FARM matter at that point, or is it just a factor to get you into the lottery pool?

That’s right, and that’s the drawback of the lottery. Some kids, like PPs above, really need enrichment. A Lexile score over 1300 shows a true need for accelerated learning. CES would be a benefit to many, but it is a necessity for some, and the lottery doesn’t take that into account. My son is the 227 above. The pace of learning and content at school is painfully slow for him. It seems to me that there is probably a significant difference in need between those kids who are scoring at this level and those who make the lottery at 75th %ile, which is above average but not demonstrating a true need for acceleration.

In theory, you could have a weighted lottery that would give you a better chance based on scores and/or other factors. This would keep some of the benefit of the lottery, but also take into account to a degree differences in the students and their respective needs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Anyone have a child with a reading lexile level of 1300+? What's their MAP-R?

That would be 240-250 I'm guessing.That's well beyond the 99% for a 3rd grader.

I responded on the first page that my kid scored 232 on the MAP-R.

Lexile "1205-1355" according to the results, so not fully over 1300.

That's all I know, though.

Does it even matter though, given that it is a lottery? Yes, you have to be considered qualified to enter the lottery, but once you are in, is there any differentiation between those who just made the cutoff v. those who were way above? Similarly, does IEP or FARM matter at that point, or is it just a factor to get you into the lottery pool?

That’s right, and that’s the drawback of the lottery. Some kids, like PPs above, really need enrichment. A Lexile score over 1300 shows a true need for accelerated learning. CES would be a benefit to many, but it is a necessity for some, and the lottery doesn’t take that into account. My son is the 227 above. The pace of learning and content at school is painfully slow for him. It seems to me that there is probably a significant difference in need between those kids who are scoring at this level and those who make the lottery at 75th %ile, which is above average but not demonstrating a true need for acceleration.

In theory, you could have a weighted lottery that would give you a better chance based on scores and/or other factors. This would keep some of the benefit of the lottery, but also take into account to a degree differences in the students and their respective needs.

Yeah, I'm a NP but the issue to me is that the 75% catches more kids who are "really" 90-99% but don't test as well d/t testing biases... but it also then catches like a TREMENDOUS number of the UMC+ white/some Asian kids who are very disproportionately represented at 75% and up. So there's minimal (if any?) improvement in diversity/catching "smart" kids from underrepresented groups.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Anyone have a child with a reading lexile level of 1300+? What's their MAP-R?

That would be 240-250 I'm guessing.That's well beyond the 99% for a 3rd grader.

I responded on the first page that my kid scored 232 on the MAP-R.

Lexile "1205-1355" according to the results, so not fully over 1300.

That's all I know, though.

Does it even matter though, given that it is a lottery? Yes, you have to be considered qualified to enter the lottery, but once you are in, is there any differentiation between those who just made the cutoff v. those who were way above? Similarly, does IEP or FARM matter at that point, or is it just a factor to get you into the lottery pool?

That’s right, and that’s the drawback of the lottery. Some kids, like PPs above, really need enrichment. A Lexile score over 1300 shows a true need for accelerated learning. CES would be a benefit to many, but it is a necessity for some, and the lottery doesn’t take that into account. My son is the 227 above. The pace of learning and content at school is painfully slow for him. It seems to me that there is probably a significant difference in need between those kids who are scoring at this level and those who make the lottery at 75th %ile, which is above average but not demonstrating a true need for acceleration.

My oldest who attended a local CES was 236 on the MAP-R and 247 on the MAP-M at the end of 3rd. I think they were somewhere in the middle for their program.

How do you know all the kids MAP scores? Those are really high scores.

[Anonymous]

MCPS just do not feel comfortable to see classroom full of Asian/White kids. That is the purpose of lottery.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Anyone have a child with a reading lexile level of 1300+? What's their MAP-R?

That would be 240-250 I'm guessing.That's well beyond the 99% for a 3rd grader.

I responded on the first page that my kid scored 232 on the MAP-R.

Lexile "1205-1355" according to the results, so not fully over 1300.

That's all I know, though.

Does it even matter though, given that it is a lottery? Yes, you have to be considered qualified to enter the lottery, but once you are in, is there any differentiation between those who just made the cutoff v. those who were way above? Similarly, does IEP or FARM matter at that point, or is it just a factor to get you into the lottery pool?

That’s right, and that’s the drawback of the lottery. Some kids, like PPs above, really need enrichment. A Lexile score over 1300 shows a true need for accelerated learning. CES would be a benefit to many, but it is a necessity for some, and the lottery doesn’t take that into account. My son is the 227 above. The pace of learning and content at school is painfully slow for him. It seems to me that there is probably a significant difference in need between those kids who are scoring at this level and those who make the lottery at 75th %ile, which is above average but not demonstrating a true need for acceleration.

In theory, you could have a weighted lottery that would give you a better chance based on scores and/or other factors. This would keep some of the benefit of the lottery, but also take into account to a degree differences in the students and their respective needs.

Yeah, I'm a NP but the issue to me is that the 75% catches more kids who are "really" 90-99% but don't test as well d/t testing biases... but it also then catches like a TREMENDOUS number of the UMC+ white/some Asian kids who are very disproportionately represented at 75% and up. So there's minimal (if any?) improvement in diversity/catching "smart" kids from underrepresented groups.

To follow up on this, I don't have actual numbers, but I can see where this could very easily, practically speaking, lead to a situation where there are many more URMs to be "caught" in raw numbers, but they make up a similar or even lower percentage of the top 25 percentile lottery pool vs the top 1-3 percentile.

And since it's then a lottery, the proportion might not change at all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Anyone have a child with a reading lexile level of 1300+? What's their MAP-R?

That would be 240-250 I'm guessing.That's well beyond the 99% for a 3rd grader.

I responded on the first page that my kid scored 232 on the MAP-R.

Lexile "1205-1355" according to the results, so not fully over 1300.

That's all I know, though.

Does it even matter though, given that it is a lottery? Yes, you have to be considered qualified to enter the lottery, but once you are in, is there any differentiation between those who just made the cutoff v. those who were way above? Similarly, does IEP or FARM matter at that point, or is it just a factor to get you into the lottery pool?

That’s right, and that’s the drawback of the lottery. Some kids, like PPs above, really need enrichment. A Lexile score over 1300 shows a true need for accelerated learning. CES would be a benefit to many, but it is a necessity for some, and the lottery doesn’t take that into account. My son is the 227 above. The pace of learning and content at school is painfully slow for him. It seems to me that there is probably a significant difference in need between those kids who are scoring at this level and those who make the lottery at 75th %ile, which is above average but not demonstrating a true need for acceleration.

In theory, you could have a weighted lottery that would give you a better chance based on scores and/or other factors. This would keep some of the benefit of the lottery, but also take into account to a degree differences in the students and their respective needs.

Yeah, I'm a NP but the issue to me is that the 75% catches more kids who are "really" 90-99% but don't test as well d/t testing biases... but it also then catches like a TREMENDOUS number of the UMC+ white/some Asian kids who are very disproportionately represented at 75% and up. So there's minimal (if any?) improvement in diversity/catching "smart" kids from underrepresented groups.

I think that’s right. My son is UMC white and really needs acceleration. He hasn’t been coached (lol who does this). He is an extremely bright curious kid who has been like this since he was tiny and is in desperate need of enrichment in a school that does not GAF. This is our one shot in elementary to get him a learning environment that can challenge him and help him learn crucial skills that he isn’t learning while cruising through the curriculum at his home school. It seems to me that another UMC White kid who meets the stated parameters (75th %ile and one A in one subject for one marking period ???) is not at all comparable in need. A kid from a low income or ESL family - absolutely - they have factors working against them and may need extra consideration to make sure they’re being “caught” and considered.