When are HOPE scores done?

[Anonymous]

Anonymous wrote:DC had nothing at the bottom of the form ("exceptional talent") checked off, not even math despite 99th percentile iReady score and CoGAT quant (plus overall), plus level 2 math. I don't understand. What does a student need to achieve to check off one of those boxes? How much does it matter for advanced math and full-time AAP?

Advanced math by itself is more about iReady and SOL. 99th percentile iReady should qualify at any school that offers push-in advanced math (our ES did, but our base was an AAP center).

[Anonymous]

Anonymous wrote:DC had nothing at the bottom of the form ("exceptional talent") checked off, not even math despite 99th percentile iReady score and CoGAT quant (plus overall), plus level 2 math. I don't understand. What does a student need to achieve to check off one of those boxes? How much does it matter for advanced math and full-time AAP?

With those iReady and COGAT scores, that makes no sense that your child wouldn't have the Advanced Math box checked. I almost think it may have been a mistake on the part of the AART. If your child doesn't get accepted, I would email the AART to ask about it, and use that information in your appeal.

[Anonymous]

Thanks so much for responses. We will follow-up with the AART to try to understand!

[Anonymous]

Anonymous wrote:Thanks so much for responses. We will follow-up with the AART to try to understand!

Good luck! If it is a mistake, I'm curious to find out if they are able to fix it now or if they will make you wait for the potential appeal.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Thanks so much for responses. We will follow-up with the AART to try to understand!

Good luck! If it is a mistake, I'm curious to find out if they are able to fix it now or if they will make you wait for the potential appeal.

I’m sure it’s school-dependent, but in my experience, they refused to even admit mistakes, so no, they won’t fix anything. You can make your case on appeal. When DC got in on appeal, the principal still wouldn’t admit they’d done anything wrong.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thanks so much for responses. We will follow-up with the AART to try to understand!

Good luck! If it is a mistake, I'm curious to find out if they are able to fix it now or if they will make you wait for the potential appeal.

I’m sure it’s school-dependent, but in my experience, they refused to even admit mistakes, so no, they won’t fix anything. You can make your case on appeal. When DC got in on appeal, the principal still wouldn’t admit they’d done anything wrong.

So frustrating.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Thanks so much for responses. We will follow-up with the AART to try to understand!

Good luck! If it is a mistake, I'm curious to find out if they are able to fix it now or if they will make you wait for the potential appeal.

I’m sure it’s school-dependent, but in my experience, they refused to even admit mistakes, so no, they won’t fix anything. You can make your case on appeal. When DC got in on appeal, the principal still wouldn’t admit they’d done anything wrong.

Right, when it's a holistic process like this, nobody can be blamed for anything and nobody makes mistakes

[Anonymous]

Anonymous wrote:Thanks so much for responses. We will follow-up with the AART to try to understand!

Please let us know the outcome. I am very curious about whether they will admit or correct.

[Anonymous]

It wouldn't be that hard to construct a fairer, more objective process than this holistic mess. For example, choose 3-5 testing instruments that are reliable and weight those. And let the parents know the weightings. That would allow for a kid to have a bad day and still get in. If you must have a subjective component, use the students' first grade report cards, which reflect the teacher's viewpoint of the student's performance but at least over a longer period of time. The work samples that the school chose just looked silly to me, so those are subject to interpretation in the eye of the beholder. Take them or leave them.

"Holistic" is just code for a black box that can't be questioned. If parents could trust the system not to shut out their kids because of a higher than normal "local norm," that would save the committee a lot of work. Leave open the possibility of an appeal, but be a little more transparent and a little more exclusive so parents don't feel their kids are doing remedial work if they stay at the base school.

[Anonymous]

Anonymous wrote:I requested my packet to the AART and received it today. DC received all sometimes ratings in hope and rarely in being a leader. Should I be worried and start planning for appeal?

What's the check marks under the hope score that reads "Please indicate all content areas where the student shows exceptional talent beyond their same age peers. "

My DS had a similar HOPE score, but he had two areas of exceptional talent checked. I think sometimes that's more important than the HOPE score? who knows.

He was admitted with 99% MATH and 92% Reading and in-pool NNAT/CoGAT scores.

[Anonymous]

Anonymous wrote:It wouldn't be that hard to construct a fairer, more objective process than this holistic mess. For example, choose 3-5 testing instruments that are reliable and weight those. And let the parents know the weightings. That would allow for a kid to have a bad day and still get in. If you must have a subjective component, use the students' first grade report cards, which reflect the teacher's viewpoint of the student's performance but at least over a longer period of time. The work samples that the school chose just looked silly to me, so those are subject to interpretation in the eye of the beholder. Take them or leave them.

"Holistic" is just code for a black box that can't be questioned. If parents could trust the system not to shut out their kids because of a higher than normal "local norm," that would save the committee a lot of work. Leave open the possibility of an appeal, but be a little more transparent and a little more exclusive so parents don't feel their kids are doing remedial work if they stay at the base school.

You are right, it wouldn't be that hard. And the fact that they don't do better is revealing of their motives. It's intended to be as subjective as it needs to be so that they can engineer who gets in--reducing those who they think are overrepresented and increasing those that they think are underrepresented. This is exactly how it is in other spheres like higher ed where the gatekeepers want more diversity. They get rid of the objective tests and use other information. It's not a coincidence that the cover sheet has info about languages and race/ethnicity.

This is not news. The question is, can anything be done about it? I'm going to guess no unless we get more balance in the school board.