What MAP scores are typical for entry into compacted math?

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here. I just went and checked my older child's MAP score history from myMCPS and she had exactly the same MAP score at the end of third grade but was invited into compact math.

I guess the difference in math placement must be due to teacher recommendation (?)

Could be, but it could also be the different mix of kids this year, and it could also be directives from the principal or MCPS to only take high scorers compared to previous years. See?

And it could also be that even though the MAP scores are the same, perhaps the grades are not.

[Anonymous]

Anonymous wrote:

Anonymous wrote:OP here. I just went and checked my older child's MAP score history from myMCPS and she had exactly the same MAP score at the end of third grade but was invited into compact math.

I guess the difference in math placement must be due to teacher recommendation (?)

I don't understand how you are not getting this. If they allow a certain number of kids in compacted math based on teacher allocations per grade and how many classes of math they should have, and your oldest was in the middle of the strong kids, she was invited. If your younger one has a stronger grade with higher scores, she is probably below them and didn't make the cut off. Like the pervious teacher said, your child shouldn't slow down the class.

This is why I miss tracked math classes for everyone and not this compact math BS.

Not necessarily. I have two kids who have been through compacted math. For the older, they set aside two classes for the CM group. For the other, they set aside one class, which grew larger as the year went by (surely because parents requested for their kids to get in). This is to say that there is not a designated number of spots in the class--they figure out how many kids fit their criteria, and establish the classes to match that. Of course, if they are at a point where they can't add another child to the class, yet don't have enough qualifying for a second cohort, then the dynamic you are describing may occur. But more likely is that they made an evaluation that the kid would be better off in the on-grade class and not that they just ran out of spots.

[Anonymous]

DD got 230. Invited to CM.

[Anonymous]

How does the 1st grade MAP test compare to the later tests? E.g., if my child got 215 in first, is the third grade test the same? Obviously I'm not a candidate for compacted math....

[Anonymous]

Anonymous wrote:How does the 1st grade MAP test compare to the later tests? E.g., if my child got 215 in first, is the third grade test the same? Obviously I'm not a candidate for compacted math....

Pretty sure it's the same. If your kid is at 215 in first they're off the charts.

[Anonymous]

Anonymous wrote:How does the 1st grade MAP test compare to the later tests? E.g., if my child got 215 in first, is the third grade test the same? Obviously I'm not a candidate for compacted math....

Same basic idea and scale. If your child continues on same path, s/he should be a strong candidate. The difference in the test is that it switches from being read to you through second grade to having to read it yourself in third grade. There is often hence a drop in third grade scores. But your child's score is quite high and if s/he is a good reader, I wouldn't worry.

[Anonymous]

Anonymous wrote:

Anonymous wrote:How does the 1st grade MAP test compare to the later tests? E.g., if my child got 215 in first, is the third grade test the same? Obviously I'm not a candidate for compacted math....

Pretty sure it's the same. If your kid is at 215 in first they're off the charts.

Not exactly. It's most common for kids with high scores in 1st and 2nd to drop when they get to 3rd. This is because the test shifts from Map-M to Map-P, which has some notable differences.

My child was getting 230s in 1st and dropped about 20 points at the start of 3rd. He's now back on the same trajectory and I was told by multiple people this is expected. I wish they told us preemptively though, because
initially I was concerned.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How does the 1st grade MAP test compare to the later tests? E.g., if my child got 215 in first, is the third grade test the same? Obviously I'm not a candidate for compacted math....

Pretty sure it's the same. If your kid is at 215 in first they're off the charts.

Not exactly. It's most common for kids with high scores in 1st and 2nd to drop when they get to 3rd. This is because the test shifts from Map-M to Map-P, which has some notable differences.

My child was getting 230s in 1st and dropped about 20 points at the start of 3rd. He's now back on the same trajectory and I was told by multiple people this is expected. I wish they told us preemptively though, because
initially I was concerned.

I'm 10:06 and this is what I heard as well. It doesn't mean everyone has a huge drop - some have less of a drop, others stagnate, others may increase their score but not by as much as their parents expected. There's just a little adjustment kids have to make and then they're fine.

[Anonymous]

Was just notified my child was selected for 4/5 compacted math. Math MAP was 214 in the winter of 3rd grade, down from 220 in the spring at the end of 2nd grade. Went from being in the 98-99%th percentile in 1st & 2nd grade to being in the high 80s in 3rd grade.

[Anonymous]

Our school has 4 math classes and 2 are compacted math. The bar can't be that high.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How does the 1st grade MAP test compare to the later tests? E.g., if my child got 215 in first, is the third grade test the same? Obviously I'm not a candidate for compacted math....

Pretty sure it's the same. If your kid is at 215 in first they're off the charts.

Not exactly. It's most common for kids with high scores in 1st and 2nd to drop when they get to 3rd. This is because the test shifts from Map-M to Map-P, which has some notable differences.

My child was getting 230s in 1st and dropped about 20 points at the start of 3rd. He's now back on the same trajectory and I was told by multiple people this is expected. I wish they told us preemptively though, because
initially I was concerned.

I'm 10:06 and this is what I heard as well. It doesn't mean everyone has a huge drop - some have less of a drop, others stagnate, others may increase their score but not by as much as their parents expected. There's just a little adjustment kids have to make and then they're fine.

That’s interesting. My son was the opposite. He was stalled at 218-220 for all of 1st and 2nd grade, and after doing 220 again in fall 3rd grade, got a 227 and 236 in winter and spring.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How does the 1st grade MAP test compare to the later tests? E.g., if my child got 215 in first, is the third grade test the same? Obviously I'm not a candidate for compacted math....

Pretty sure it's the same. If your kid is at 215 in first they're off the charts.

Not exactly. It's most common for kids with high scores in 1st and 2nd to drop when they get to 3rd. This is because the test shifts from Map-M to Map-P, which has some notable differences.

My child was getting 230s in 1st and dropped about 20 points at the start of 3rd. He's now back on the same trajectory and I was told by multiple people this is expected. I wish they told us preemptively though, because
initially I was concerned.

I'm 10:06 and this is what I heard as well. It doesn't mean everyone has a huge drop - some have less of a drop, others stagnate, others may increase their score but not by as much as their parents expected. There's just a little adjustment kids have to make and then they're fine.

That’s interesting. My son was the opposite. He was stalled at 218-220 for all of 1st and 2nd grade, and after doing 220 again in fall 3rd grade, got a 227 and 236 in winter and spring.

Not the opposite. He continued to stall during the first installment of the MAP-M, then revved up (which is great!).
What would have been unexpected was if he had scored significantly higher that fall of 3rd grade.

[Anonymous]

Scores reported here are very high and seemed more consistent with CES standards. The majority of kids in the county who are scoring above the 80th percentile on MAP are being added to the compacted group. I've also heard of many students in the 70's who also work hard being added. Remember, that only the high scorers are posting.

[Anonymous]

I have two kids who have been through or are currently in compacted math. DC1 had MAP-M 220 at end of third grade (89th percentile). DC2 had MAP-M 222 at end of third grade (91st percentile).

So good but not blow-them-out-of-the-water scores. Both have done quite well in math -- the older one just finished 7th grade and is now in 98th percentile on most recent MAP-M, and the younger one just finished 4th grade and is now in 99th percentile on most recent MAP-M.

Another data point is that we moved here when my oldest was starting 6th, and whatever placer test he took put him in grade-level math here rather than IM. He has always been very strong in math, and we came from a smaller school system with extremely strong math instruction, so it became clear within a couple of weeks that he'd been inappropriately placed by the test. We got him switched to IM and he's been doing great ever since.

All by long-winded way of saying -- you know your kid best, and if you think he can do the work, don't place all your faith in the test numbers. The accuracy of the test numbers depends on the quality of the test and how your child scores on it is not necessarily determinative of how well he will do in a more advanced class. If he likes math and is the type of kid to rise to a challenge, and benefits from a strong peer group, then I think it's perfectly appropriate for you to advocate that he be switched up rather than passively accepting that he should be on the lower track because of one number on a test.

[Anonymous]

Anonymous wrote:I have two kids who have been through or are currently in compacted math. DC1 had MAP-M 220 at end of third grade (89th percentile). DC2 had MAP-M 222 at end of third grade (91st percentile).

So good but not blow-them-out-of-the-water scores. Both have done quite well in math -- the older one just finished 7th grade and is now in 98th percentile on most recent MAP-M, and the younger one just finished 4th grade and is now in 99th percentile on most recent MAP-M.

Another data point is that we moved here when my oldest was starting 6th, and whatever placer test he took put him in grade-level math here rather than IM. He has always been very strong in math, and we came from a smaller school system with extremely strong math instruction, so it became clear within a couple of weeks that he'd been inappropriately placed by the test. We got him switched to IM and he's been doing great ever since.

All by long-winded way of saying -- you know your kid best, and if you think he can do the work, don't place all your faith in the test numbers. The accuracy of the test numbers depends on the quality of the test and how your child scores on it is not necessarily determinative of how well he will do in a more advanced class. If he likes math and is the type of kid to rise to a challenge, and benefits from a strong peer group, then I think it's perfectly appropriate for you to advocate that he be switched up rather than passively accepting that he should be on the lower track because of one number on a test.

np, thanks for the thoughtful response. dc placed in compacted math with similar scores. nice to hear your kids are doing so well a couple of years later