CES kid low MAP-R score

[Anonymous]

Anonymous wrote:Why don't we pick athletic teams with equity in mind? Make sure Asians are represented on basketball teams? Laughable, right?

How about we do a lottery for which ESOL students get services? How about we distribute chrome books to only some students by lottery? Heck, let’s decide the Board of Ed seats by lottery. Ridiculous.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Why don't we pick athletic teams with equity in mind? Make sure Asians are represented on basketball teams? Laughable, right?

Something wrong with Yuta Watanabe, Yao Ming, Zhizhi Wang, Zhou Qi????

Good enough for the NBA but not good enough for you???

Is this the low-IQ forum?

What are you implying? You are an example of one of those disgusting people that thinks you are all for equity but it's okay to insult Asian Americans and put them down. Gross.

[Anonymous]

Anonymous wrote:

Anonymous wrote:why people still care about CES? It's just a lottery...

good then decline the CES seat and allow others the opportunity.

I am afraid that I can't. Coz mine was in the pool but didn't 'win' the lottery.

My older one went to the CES before lottery.

I don't feel bad about not winning the lottery at all. The CES is no longer the CES is used to be.

Even in the past, I never felt there was anything magic happening in CES. The curriculum may sound very good, but it really depends on the teacher who implement this.

Our experience wasn't that 'excited'. The teachers are inexperienced and mediocre at most. The only attractive thing about the CES program in the past was the cohort. Well, after lottery, the cohort is not the same anymore.

If anyone wants to drive the extra miles, feel free to go.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What was their usual percentage and what is it now?

Fwiw my former CES kid now in 8th grade reported a low MAP score than usual.

Percentile hovers around low 90s (89-94), assuming its around 90 or so again. But I assumed kids in CES had higher scores.. so just wondering what it was like pre lottery?

I can't tell if you are a troll trying to stir up drama or genuinely curious.

Your child made the cut-off for the lottery and then got lucky to have their number come up. Congratulations. I hope she's happy and making the most of the opportunity.

Whatever the numbers were pre-lottery is immaterial because that's not the system we have today, and inviting folks to complain about how their child got a 280 in 3rd grade but not a lucky lottery number is not going to help discourse on this board.

Why does everyone always think its a troll? Its a genuine question. My kid is lucky he got into this program but I never thought my kid was a reading genius. He is not even that much into reading. His scores are in the 89-94th percentile and I was genuinely curious about pre lottery scores. Even though my kid is doing well in this program I just wonder if its actually worth it for someone who doesn’t score in the 99th percentile.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What was their usual percentage and what is it now?

Fwiw my former CES kid now in 8th grade reported a low MAP score than usual.

Percentile hovers around low 90s (89-94), assuming its around 90 or so again. But I assumed kids in CES had higher scores.. so just wondering what it was like pre lottery?

I can't tell if you are a troll trying to stir up drama or genuinely curious.

Your child made the cut-off for the lottery and then got lucky to have their number come up. Congratulations. I hope she's happy and making the most of the opportunity.

Whatever the numbers were pre-lottery is immaterial because that's not the system we have today, and inviting folks to complain about how their child got a 280 in 3rd grade but not a lucky lottery number is not going to help discourse on this board.

Why does everyone always think its a troll? Its a genuine question. My kid is lucky he got into this program but I never thought my kid was a reading genius. He is not even that much into reading. His scores are in the 89-94th percentile and I was genuinely curious about pre lottery scores. Even though my kid is doing well in this program I just wonder if its actually worth it for someone who doesn’t score in the 99th percentile.

In the same breath you say that your 89-94th percentile child is doing well in the program... and then you ask if it is worth it for someone not in the 99th percentile

If it has been worth it for your child who is doing well then where is the actual question?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What was their usual percentage and what is it now?

Fwiw my former CES kid now in 8th grade reported a low MAP score than usual.

Percentile hovers around low 90s (89-94), assuming its around 90 or so again. But I assumed kids in CES had higher scores.. so just wondering what it was like pre lottery?

I can't tell if you are a troll trying to stir up drama or genuinely curious.

Your child made the cut-off for the lottery and then got lucky to have their number come up. Congratulations. I hope she's happy and making the most of the opportunity.

Whatever the numbers were pre-lottery is immaterial because that's not the system we have today, and inviting folks to complain about how their child got a 280 in 3rd grade but not a lucky lottery number is not going to help discourse on this board.

Why does everyone always think its a troll? Its a genuine question. My kid is lucky he got into this program but I never thought my kid was a reading genius. He is not even that much into reading. His scores are in the 89-94th percentile and I was genuinely curious about pre lottery scores. Even though my kid is doing well in this program I just wonder if its actually worth it for someone who doesn’t score in the 99th percentile.

In the same breath you say that your 89-94th percentile child is doing well in the program... and then you ask if it is worth it for someone not in the 99th percentile

If it has been worth it for your child who is doing well then where is the actual question?

If their kid is doing well, sounds like it's a great fit even. Maybe more kids could benefit from these programs if they expanded access.

[Anonymous]

OP really your child is fine! We had a child in a non-lottery year and really there was no difference in classroom performance as far as DC could tell between kids with lower map scores (220s) and those with higher map scores. Your kid would have fit in pre-covid, pre-lottery too.

Glad to hear he's doing well and only he and you can answer the question of whether it's worth it. It was worth it for one child who is older now but not for our middle child who turned down the CES due to the commute and extra work. Good luck to your child OP.

[Anonymous]

My pre lottery CES kid also had a 221 in 4th fall Map R. That was in the 93rd percentile. He did fine in CES, got As and kept up with everyone else. It’s silly to compare kids based on a few test questions.

[Anonymous]

Anonymous wrote:My current CES 4th grader got only 226 on MAP-R. Seems the kids in class had similar scores in the 225-229 range with some outliers in the 235 range. My kid was never a 99 percentile in reading but the score seems low for a CES class. I wonder pre lottery how much variation was there in the scores. Meaning were most kids in the 99 percentile range with some outliers in the 90 or below range? Any insight?

at CES - 250's

[Anonymous]

Anonymous wrote:A lottery is not an appropriate way to select students for an academic enrichment program. There are a lot of heated discussions going on behind the scenes but Central Office is holding firm for now. I only wish there were some lawsuits to push them off sooner. Their policy discriminates against students who score highest on reputable and widely-accepted measures of achievement and goes against decades of research on how best to educate advanced learners.

To OP and others whose kids didn't score quite as high as they hoped, monitor what your children read - if they don't read texts that challenge them a little bit, their scores won't increase much. It's not the quantity, but the quality of reading that matters.

Reading is one thing.. comprehension is what mattered at CES.

[Anonymous]

Anonymous wrote:I have a question about what MAP-R measures for MS students.

My daughter used to make steady improvement in ES, but once she got into MS, MAP-R stalled. She got 246 last spring, 243 last fall, and 245 just now as a 7th grader. I am just a little puzzled because she does read articles extensively over the past year, and, occasionally, books. It seems those efforts have no impact on her MAP-R, if not a negative one. I wonder why. In a stem magnet program, she is more inclined to reading information related to science rather than literature. But that should not matter, right?

There may be a comprehension problem. A lot depends on the rigor in middle school. Whish MS are you talking about?

Our DC is making good progress

[Anonymous]

Anonymous wrote:Our 5th grader is in CES and was accepted into the program before the lottery system started. She was 99th (99.9) percentile in reading in 3rd grade and the start of 4th grade, but then slipped to 98th percentile in 4th grade spring. This year for 5th grade CES she has slipped in percentiles even further down to a 90th percentile. We aren't concerned, because she is getting straight As and enjoying the CES program, but we were surprised.

This is because percentile is relative to all the other kids who are performing at higher level.

[Anonymous]

Anonymous wrote:what's laughable is that you assume athletics and academics should be judged similarly.

Why not? If equity matters in competitive academics, why not equity matter in competitive sports?

[Anonymous]

Anonymous wrote:

Anonymous wrote:I have a question about what MAP-R measures for MS students.

My daughter used to make steady improvement in ES, but once she got into MS, MAP-R stalled. She got 246 last spring, 243 last fall, and 245 just now as a 7th grader. I am just a little puzzled because she does read articles extensively over the past year, and, occasionally, books. It seems those efforts have no impact on her MAP-R, if not a negative one. I wonder why. In a stem magnet program, she is more inclined to reading information related to science rather than literature. But that should not matter, right?

There may be a comprehension problem. A lot depends on the rigor in middle school. Whish MS are you talking about?

Our DC is making good progress

There's no comprehension problem. The map scores start to level off around that age because kids are reading so you won't see the big jumps you saw in elementary. You can look up the tables and see that it kind of hits a plateau in ms and HS and starts to matter very little.

[Anonymous]

Anonymous wrote:

Anonymous wrote:what's laughable is that you assume athletics and academics should be judged similarly.

Why not? If equity matters in competitive academics, why not equity matter in competitive sports?

Yes, if equity matters in a taxpayer-funded public education program for 9 year olds, why not apply exactly the same standards to professional athletics.

That's a very persuasive argument.