MAP-M 6+ in 5th grade

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:MCPS is run by ineffective and unsupportive leaders who don’t actual care about the schools or kids. Our school fought back when the memo arrived and yet no one at the top cared or listened. We are told to follow orders even though the decision is not good for kids. It’s awful and parents should be reaching out to the math dept and directors. They don’t listen to teachers.

Why would the people at the top even think this was helpful? Could this provide a better indication of who is ready for Algebra in 6th than the current methods which seem to be up to each school are inconsistent?

You didn't hear this from me but all the noise about the WPS offering Algebra in 6th to students has raised equity concerns among the top brass. Apparently, the first step in addressing it is to collect accurate metrics by using the 6th-grade MAP-M at the end of 5th.

What is WPS?

Wifi Protected Setup.

[Anonymous]

Do all 5th graders now take the 6+ test or just the ones that are in 5/6?

[Anonymous]

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

[Anonymous]

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I asked the same question here last month, and somebody answered the same as above. But I think the switch to 6+ is more logical since they are learning 6 graders’ math. Wondering if the switch is up to the teacher or school- level decision.
Op, how does your child know he/she is taking 6+ Map? Is there any indication at the beginning of the test?

The teacher told the entire class and warned them their score might drop because it was a middle school test, testing them on sixth grade concepts.

Strangely, the official MCPS score reports in ParentVUE don't include the 2-5 vs 6+ test name, and the MAP Growth Year-over-Year comparisons compare to the previous year, even though the test must have changed some year.

The bottom of the report says "This specific report was created by Montgomery County Public Schools based on MAP Growth data. It was not generated by NWEA."

How about the sub-categories under 'Mathematics Goals Performance'? In the report card of Map-M 2-5, there are 4 (Geometry, Number and Operations, Measurement and Data, and Operations and Algebraic Thinking). Are they the same in the 6+?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I asked the same question here last month, and somebody answered the same as above. But I think the switch to 6+ is more logical since they are learning 6 graders’ math. Wondering if the switch is up to the teacher or school- level decision.
Op, how does your child know he/she is taking 6+ Map? Is there any indication at the beginning of the test?

The teacher told the entire class and warned them their score might drop because it was a middle school test, testing them on sixth grade concepts.

Strangely, the official MCPS score reports in ParentVUE don't include the 2-5 vs 6+ test name, and the MAP Growth Year-over-Year comparisons compare to the previous year, even though the test must have changed some year.

The bottom of the report says "This specific report was created by Montgomery County Public Schools based on MAP Growth data. It was not generated by NWEA."

How about the sub-categories under 'Mathematics Goals Performance'? In the report card of Map-M 2-5, there are 4 (Geometry, Number and Operations, Measurement and Data, and Operations and Algebraic Thinking). Are they the same in the 6+?

No they are different. They include statistics and probability and real and complex number systems.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I asked the same question here last month, and somebody answered the same as above. But I think the switch to 6+ is more logical since they are learning 6 graders’ math. Wondering if the switch is up to the teacher or school- level decision.
Op, how does your child know he/she is taking 6+ Map? Is there any indication at the beginning of the test?

The teacher told the entire class and warned them their score might drop because it was a middle school test, testing them on sixth grade concepts.

Strangely, the official MCPS score reports in ParentVUE don't include the 2-5 vs 6+ test name, and the MAP Growth Year-over-Year comparisons compare to the previous year, even though the test must have changed some year.

The bottom of the report says "This specific report was created by Montgomery County Public Schools based on MAP Growth data. It was not generated by NWEA."

How about the sub-categories under 'Mathematics Goals Performance'? In the report card of Map-M 2-5, there are 4 (Geometry, Number and Operations, Measurement and Data, and Operations and Algebraic Thinking). Are they the same in the 6+?

I like you!
I bow to your forensic skills!

That is indeed the way to identify the test. My kid. Switched from "Number and Operations" in 5th to "Real and Complex Number Systems" in 6th.

So that's a way to verify which test each 5th graders took this year spring, when the reports come in June/July.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

[Anonymous]

It’s probably a good thing to switch kids in 5/6 in the spring- by this point they should have completed almost all of the 6th grade content, so the test matches their instruction.

So in the fall when they are about 1/2 way through the 5th grade content they take the 2-5 version and in the spring when they are almost finished the 6th grade content they take the 6+.

Seems like the scores will be a more accurate reflection and not get skewed so high by kids taking the test where it tops out because they have been taught more content.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

Then you should "buy" this:
https://www.amazon.com/Hard-Math-Middle-School-IMLEM/dp/1453814450 (written by the father of infamous FTX/Alameda crypto fraudster Caroline Ellison!)

Or this:
https://artofproblemsolving.com/store/book/competition-math

Or this:
https://artofproblemsolving.com/store/book/intro-geometry

Or this:
https://artofproblemsolving.com/mathcounts_trainer

Or show up for math team practice twice a week all year long.

[Anonymous]

Anonymous wrote:It’s probably a good thing to switch kids in 5/6 in the spring- by this point they should have completed almost all of the 6th grade content, so the test matches their instruction.

So in the fall when they are about 1/2 way through the 5th grade content they take the 2-5 version and in the spring when they are almost finished the 6th grade content they take the 6+.

Seems like the scores will be a more accurate reflection and not get skewed so high by kids taking the test where it tops out because they have been taught more content.

NWEA says not to switch the test mid-year. They should choose one test and have the kids take that the full year.