2017 AAP Admission Thread

[Anonymous]

Anonymous wrote:

Same question. How do we apply for level III?

In our school, I believe that everyone who did not make Level IV and applied was then considered for Level III. The process happened around late May/early June and we got a letter in the backpack (it is done locally at your school) in June. It seems that there are differences among the schools, so I would email the AART at your school just to make sure.

[Anonymous]

NNAT 95%
CogAt 99%
GBRS Never Asked
Admitted 22151

BTW report cards are not all 4s here. Knowledge ones are 4s but anything that speaks to paying attention and participating is 2 or 3. I strongly believe it's because DC already knows the material and tunes out since they spend longer on it than DC needs.

[Anonymous]

Does level III just mean advanced math? If so, all kids are tested at the beginning of next year to see if they qualify for advanced math.

Ironically, at the beginning of this year, my AAP child got a letter home telling me she was tested and qualified for advanced math. I would hope so, since she got into AAP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

But thinking outside the box is what can and will change our world. It is what really stands out in a classroom. When I ask a question in a classroom, it is very evident when a black and white type or kid answers the question and when a kid who thinks outside the box answers the question. I'm a teacher AND have two in AAP. One of my kids is highly gifted. My highly gifted kid has always answered questions completed differently than my more black and white child. Both kids are compliant, motivated, well behaved, driven, curious, etc. BUT it is HOW my highly gifted kid assimilitates the materials he is given. I'm guessing your child is a good student, memorizes easily, studies, cares about grades, etc. My kids are the same...but my highly gifted child just sees the world differently. He always has. From the age of 2 he would answer questions differently. When his sibling started aap he'd be answering her math questions when he was still in kindergarten. he understands why things happen or can make connections, etc.

Oh, and when my kids come home and blab about who isn't doing their work at school, I tell them to myob.

Um...I think she the poster did highlight "think outside the box" is an important trait to look for. You completely missed the point.

Typically, a kid who does well on these tests is a think outside the box kid, though. It is a kid who can see things a different way, esp. with a test like the NNAT and certain parts of the cogat. That is the point. If you were to fill in a missing piece of a puzzle and it isn't immediately clear to you what the piece was that was missing, you're not that kind of a thinker.

Yes, and while that may be ONE way to indeed to identify "outside the box" thinkers, there are other ways as well, that cannot always be measured by standardized tests. Hence the importance of a GBRS, unique work samples, parent input, etc. Which is why plenty of kids get in each year with below pool scores and do so well.

You're missing MY point. Absolutely kids who are not highly gifted can still do great in AAP even if they aren't out of the box thinkers. Most likely though a kid like that won't change the world. That kid can be skilled and trained to do amazing things, but can that kid create new techniques and come up with new creations? Probably not ones that will change the world for others. I/m thinking way beyond AAP. You're looking at this narrowly: can highly gifted kids and smart kids do well in AAP. Yep, they can. Do highly gifted kids stand out as out of the box thinkers? Absolutely. This is coming from a parent who has a highly gifted kid and one who is probably really smart but not highly gifted. I'm guessing my other kid isn't highly gifted but she got a 140 on the NNAT a 140 on the Cogat (no wisc, so I have no idea) and a 16 gbrs). She clearly is bright....but when she makes connections it is no where near like my other child. It is just...different...he is the kind of person who could change things in the world.

Again, not doubting that your highly gifted child is gonna change the world, not one bit. I was simply responding to comments wondering how kids got in with lower scores and higher GBRS. That is all. Simply stating that obviously the teachers, parents, team, whoever saw something in that child that cannot necessarily be measured on a test. Admissions to AAP is a wholistic approach. And that I know plenty of kids in the AAP program that got in that way and are doing just fine. If you want to start a different thread about how highly gifted children are going to change the world, feel free. Lots of us will agree with you!

I think we are just talking about totally different things is all. Enjoy the rest of your day.

NEWS FLASH******** Chances are your "highly gifted" kid is not gifted and even if he or she is.....probably won't change the world.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

That's nice to know. DC did not get into AAP this year. And I feel bad that DC has to go through the non challenging curriculum next year. I have been thinking a lot that why do kids need to go through this. It's too early to assess their smartness and intelligence even if it's about GBRS score. DC is immature but intelligent. He is intellectual but his second grade teacher did not see that. So do I really need to wait for next year and I am positive DC will remain immature, he is different outside. However this whole concept of separate classes for smart kids is unfair. Too early basically or change the curriculum. The standard of education has to be changed anyway. Not much stimulation given to kids.

+1111111111111111111

Finally someone who gets it!

[Anonymous]

Anonymous wrote:Does level III just mean advanced math? If so, all kids are tested at the beginning of next year to see if they qualify for advanced math.

Ironically, at the beginning of this year, my AAP child got a letter home telling me she was tested and qualified for advanced math. I would hope so, since she got into AAP.

No, the two are separate. Level III is not math. It is advanced thinking skills, like would be found all the time in Level IV. My son has done Latin stems, logic problems, etc in Level III. Level III is decided in June.
I believe the advanced math is a compilation of teacher rec, test scores (like NNAT) and End Of Year and Beginning Of Year tests. Advanced Math is decided in September.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

But thinking outside the box is what can and will change our world. It is what really stands out in a classroom. When I ask a question in a classroom, it is very evident when a black and white type or kid answers the question and when a kid who thinks outside the box answers the question. I'm a teacher AND have two in AAP. One of my kids is highly gifted. My highly gifted kid has always answered questions completed differently than my more black and white child. Both kids are compliant, motivated, well behaved, driven, curious, etc. BUT it is HOW my highly gifted kid assimilitates the materials he is given. I'm guessing your child is a good student, memorizes easily, studies, cares about grades, etc. My kids are the same...but my highly gifted child just sees the world differently. He always has. From the age of 2 he would answer questions differently. When his sibling started aap he'd be answering her math questions when he was still in kindergarten. he understands why things happen or can make connections, etc.

Oh, and when my kids come home and blab about who isn't doing their work at school, I tell them to myob.

This is what I am trying to say, DC behaves the same way at home but at school, his teachers did not see this. It's so unnatural to tell my kiddo that show more smartness next year. Equal opportunity should be given, why separate classes.

I was a long time teacher in the classroom in Fairfax County. I've had lots of parents think their kids were out of the box thinkers. It is much more rarer than parents think. Please give concrete examples...

Nailed it!!! Although...."More Rarer".....I would expect better from a "Long Time Teacher".

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

But thinking outside the box is what can and will change our world. It is what really stands out in a classroom. When I ask a question in a classroom, it is very evident when a black and white type or kid answers the question and when a kid who thinks outside the box answers the question. I'm a teacher AND have two in AAP. One of my kids is highly gifted. My highly gifted kid has always answered questions completed differently than my more black and white child. Both kids are compliant, motivated, well behaved, driven, curious, etc. BUT it is HOW my highly gifted kid assimilitates the materials he is given. I'm guessing your child is a good student, memorizes easily, studies, cares about grades, etc. My kids are the same...but my highly gifted child just sees the world differently. He always has. From the age of 2 he would answer questions differently. When his sibling started aap he'd be answering her math questions when he was still in kindergarten. he understands why things happen or can make connections, etc.

Oh, and when my kids come home and blab about who isn't doing their work at school, I tell them to myob.

Um...I think she the poster did highlight "think outside the box" is an important trait to look for. You completely missed the point.

Typically, a kid who does well on these tests is a think outside the box kid, though. It is a kid who can see things a different way, esp. with a test like the NNAT and certain parts of the cogat. That is the point. If you were to fill in a missing piece of a puzzle and it isn't immediately clear to you what the piece was that was missing, you're not that kind of a thinker.

Yes, and while that may be ONE way to indeed to identify "outside the box" thinkers, there are other ways as well, that cannot always be measured by standardized tests. Hence the importance of a GBRS, unique work samples, parent input, etc. Which is why plenty of kids get in each year with below pool scores and do so well.

You're missing MY point. Absolutely kids who are not highly gifted can still do great in AAP even if they aren't out of the box thinkers. Most likely though a kid like that won't change the world. That kid can be skilled and trained to do amazing things, but can that kid create new techniques and come up with new creations? Probably not ones that will change the world for others. I/m thinking way beyond AAP. You're looking at this narrowly: can highly gifted kids and smart kids do well in AAP. Yep, they can. Do highly gifted kids stand out as out of the box thinkers? Absolutely. This is coming from a parent who has a highly gifted kid and one who is probably really smart but not highly gifted. I'm guessing my other kid isn't highly gifted but she got a 140 on the NNAT a 140 on the Cogat (no wisc, so I have no idea) and a 16 gbrs). She clearly is bright....but when she makes connections it is no where near like my other child. It is just...different...he is the kind of person who could change things in the world.

Again, not doubting that your highly gifted child is gonna change the world, not one bit. I was simply responding to comments wondering how kids got in with lower scores and higher GBRS. That is all. Simply stating that obviously the teachers, parents, team, whoever saw something in that child that cannot necessarily be measured on a test. Admissions to AAP is a wholistic approach. And that I know plenty of kids in the AAP program that got in that way and are doing just fine. If you want to start a different thread about how highly gifted children are going to change the world, feel free. Lots of us will agree with you!

I think we are just talking about totally different things is all. Enjoy the rest of your day.

NEWS FLASH******** Chances are your "highly gifted" kid is not gifted and even if he or she is.....probably won't change the world.

I was always told I was highly gifted. I went to Harvard. I did not change the world and neither did most of my classmates.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

But thinking outside the box is what can and will change our world. It is what really stands out in a classroom. When I ask a question in a classroom, it is very evident when a black and white type or kid answers the question and when a kid who thinks outside the box answers the question. I'm a teacher AND have two in AAP. One of my kids is highly gifted. My highly gifted kid has always answered questions completed differently than my more black and white child. Both kids are compliant, motivated, well behaved, driven, curious, etc. BUT it is HOW my highly gifted kid assimilitates the materials he is given. I'm guessing your child is a good student, memorizes easily, studies, cares about grades, etc. My kids are the same...but my highly gifted child just sees the world differently. He always has. From the age of 2 he would answer questions differently. When his sibling started aap he'd be answering her math questions when he was still in kindergarten. he understands why things happen or can make connections, etc.

Oh, and when my kids come home and blab about who isn't doing their work at school, I tell them to myob.

Um...I think she the poster did highlight "think outside the box" is an important trait to look for. You completely missed the point.

Typically, a kid who does well on these tests is a think outside the box kid, though. It is a kid who can see things a different way, esp. with a test like the NNAT and certain parts of the cogat. That is the point. If you were to fill in a missing piece of a puzzle and it isn't immediately clear to you what the piece was that was missing, you're not that kind of a thinker.

Yes, and while that may be ONE way to indeed to identify "outside the box" thinkers, there are other ways as well, that cannot always be measured by standardized tests. Hence the importance of a GBRS, unique work samples, parent input, etc. Which is why plenty of kids get in each year with below pool scores and do so well.

You're missing MY point. Absolutely kids who are not highly gifted can still do great in AAP even if they aren't out of the box thinkers. Most likely though a kid like that won't change the world. That kid can be skilled and trained to do amazing things, but can that kid create new techniques and come up with new creations? Probably not ones that will change the world for others. I/m thinking way beyond AAP. You're looking at this narrowly: can highly gifted kids and smart kids do well in AAP. Yep, they can. Do highly gifted kids stand out as out of the box thinkers? Absolutely. This is coming from a parent who has a highly gifted kid and one who is probably really smart but not highly gifted. I'm guessing my other kid isn't highly gifted but she got a 140 on the NNAT a 140 on the Cogat (no wisc, so I have no idea) and a 16 gbrs). She clearly is bright....but when she makes connections it is no where near like my other child. It is just...different...he is the kind of person who could change things in the world.

Again, not doubting that your highly gifted child is gonna change the world, not one bit. I was simply responding to comments wondering how kids got in with lower scores and higher GBRS. That is all. Simply stating that obviously the teachers, parents, team, whoever saw something in that child that cannot necessarily be measured on a test. Admissions to AAP is a wholistic approach. And that I know plenty of kids in the AAP program that got in that way and are doing just fine. If you want to start a different thread about how highly gifted children are going to change the world, feel free. Lots of us will agree with you!

I think we are just talking about totally different things is all. Enjoy the rest of your day.

NEWS FLASH******** Chances are your "highly gifted" kid is not gifted and even if he or she is.....probably won't change the world.

I was always told I was highly gifted. I went to Harvard. I did not change the world and neither did most of my classmates.

You can't be simply told you're highly gifted. You also aren't highly gifted simply because you went to Harvard.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I do agree FCPS does try to look beyond the scores. They look for feedback from several teachers with regards to a child and what potential they are showing in the classroom. My DC was one that got in last year with both test scores below the pool cut off, but a very high GBRS and excellent work samples. She is THRIVING in AAP and I am so thankful to her teachers that identified her as needing more than the general education curriculum and not just writing her off because her scores were a little below the cutoff. DC tells me all the time about half of the kids in her AAP class don't do their classwork on time, or their homework, constantly goof off, etc. I'm sure plenty of those kids had much higher test scores than she did. However, she is completing her work on time, producing great work, and thriving; again, with probably lower test scores.

The Board is clearly doing their job looking beyond the test scores. Test scores truly are only one piece to the puzzle but there is so much more when it comes to measuring a child's academic potential - drive, determination, curiosity, motivation to learn and apply new material, a creative or "think outside the box" mind, etc., etc.

I'm honestly glad to see the Board seems to be even going a little lower this year in terms of test scores, if the child is proving themselves capable on a daily basis in the classroom. Many children with a high level of determination and drive will thrive and do well in FCPS AAP program.

But thinking outside the box is what can and will change our world. It is what really stands out in a classroom. When I ask a question in a classroom, it is very evident when a black and white type or kid answers the question and when a kid who thinks outside the box answers the question. I'm a teacher AND have two in AAP. One of my kids is highly gifted. My highly gifted kid has always answered questions completed differently than my more black and white child. Both kids are compliant, motivated, well behaved, driven, curious, etc. BUT it is HOW my highly gifted kid assimilitates the materials he is given. I'm guessing your child is a good student, memorizes easily, studies, cares about grades, etc. My kids are the same...but my highly gifted child just sees the world differently. He always has. From the age of 2 he would answer questions differently. When his sibling started aap he'd be answering her math questions when he was still in kindergarten. he understands why things happen or can make connections, etc.

Oh, and when my kids come home and blab about who isn't doing their work at school, I tell them to myob.

This is what I am trying to say, DC behaves the same way at home but at school, his teachers did not see this. It's so unnatural to tell my kiddo that show more smartness next year. Equal opportunity should be given, why separate classes.

I was a long time teacher in the classroom in Fairfax County. I've had lots of parents think their kids were out of the box thinkers. It is much more rarer than parents think. Please give concrete examples...

Nailed it!!! Although...."More Rarer".....I would expect better from a "Long Time Teacher".

I'm the teacher poster. That's what happens when your kid is pestering you to get off your phone! The other thing elementary teachers hear from parents all the time in fcps is how their children are reading 8th grade level books at home so their dra level cannot possibly be a (fill in the number).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It appears that the difference in many of the discrepancies in high test scores not eligible, vs comparatively low scores and eligible, is GBRS. I had no idea this was such a weighted factor as it is seemingly such a subjective assessment. If a child's test scores identify a gifted mind, it would stand to reason that that child would be a good candidate for a more challenging curriculum regardless of the teachers experience in a normal classroom environment. I certainly don't want to trivialize the educators assessment but a subjective factor should not outweigh otherwise qualifying test scores (in my opinion).

NNAT 136
cogat 128
GBRS ?

Not eligible

Your child only had one high test score, not two (not plural) and it was the less important of the two. I'm not trying to be mean but had your child been in the pool from both high test scores (132 or above on both tests), it is highly unlikely you're child would not be admitted.

13:41 posted these scores and only had one high score (GBRS)- the other scores didn't put the child in the pool. Not sure why you are trying to make rhyme or reason on this selection. FWIW, my kids are in AAP and got in first round- so not bitter or angry.

NNAT 123
Cogat 120
GBRS 14
In

I'm starting to subscribe to the "pulling names out of a hat" theory. My child had a substantially higher CogAT than the child above who was admitted (just a hair shy of in-pool) AND a higher GBRS. Above grade level in everything. Excellent grades. And my child was rejected too. The school is every bit as perplexed as I am.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It appears that the difference in many of the discrepancies in high test scores not eligible, vs comparatively low scores and eligible, is GBRS. I had no idea this was such a weighted factor as it is seemingly such a subjective assessment. If a child's test scores identify a gifted mind, it would stand to reason that that child would be a good candidate for a more challenging curriculum regardless of the teachers experience in a normal classroom environment. I certainly don't want to trivialize the educators assessment but a subjective factor should not outweigh otherwise qualifying test scores (in my opinion).

NNAT 136
cogat 128
GBRS ?

Not eligible

Your child only had one high test score, not two (not plural) and it was the less important of the two. I'm not trying to be mean but had your child been in the pool from both high test scores (132 or above on both tests), it is highly unlikely you're child would not be admitted.

13:41 posted these scores and only had one high score (GBRS)- the other scores didn't put the child in the pool. Not sure why you are trying to make rhyme or reason on this selection. FWIW, my kids are in AAP and got in first round- so not bitter or angry.

NNAT 123
Cogat 120
GBRS 14
In

I'm starting to subscribe to the "pulling names out of a hat" theory. My child had a substantially higher CogAT than the child above who was admitted (just a hair shy of in-pool) AND a higher GBRS. Above grade level in everything. Excellent grades. And my child was rejected too. The school is every bit as perplexed as I am.

Appeal. If you don't want to pay for the WISC, try to get additional letters of recommendation, additional work samples, anything new your kid is doing since the original submission. It's worth a try because a decent number of kids get in on appeal. GL.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It appears that the difference in many of the discrepancies in high test scores not eligible, vs comparatively low scores and eligible, is GBRS. I had no idea this was such a weighted factor as it is seemingly such a subjective assessment. If a child's test scores identify a gifted mind, it would stand to reason that that child would be a good candidate for a more challenging curriculum regardless of the teachers experience in a normal classroom environment. I certainly don't want to trivialize the educators assessment but a subjective factor should not outweigh otherwise qualifying test scores (in my opinion).

NNAT 136
cogat 128
GBRS ?

Not eligible

Your child only had one high test score, not two (not plural) and it was the less important of the two. I'm not trying to be mean but had your child been in the pool from both high test scores (132 or above on both tests), it is highly unlikely you're child would not be admitted.

13:41 posted these scores and only had one high score (GBRS)- the other scores didn't put the child in the pool. Not sure why you are trying to make rhyme or reason on this selection. FWIW, my kids are in AAP and got in first round- so not bitter or angry.

NNAT 123
Cogat 120
GBRS 14
In

I'm starting to subscribe to the "pulling names out of a hat" theory. My child had a substantially higher CogAT than the child above who was admitted (just a hair shy of in-pool) AND a higher GBRS. Above grade level in everything. Excellent grades. And my child was rejected too. The school is every bit as perplexed as I am.

Appeal. If you don't want to pay for the WISC, try to get additional letters of recommendation, additional work samples, anything new your kid is doing since the original submission. It's worth a try because a decent number of kids get in on appeal. GL.

+1

Historically, one half of the students who appeal are found center-eligible.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It appears that the difference in many of the discrepancies in high test scores not eligible, vs comparatively low scores and eligible, is GBRS. I had no idea this was such a weighted factor as it is seemingly such a subjective assessment. If a child's test scores identify a gifted mind, it would stand to reason that that child would be a good candidate for a more challenging curriculum regardless of the teachers experience in a normal classroom environment. I certainly don't want to trivialize the educators assessment but a subjective factor should not outweigh otherwise qualifying test scores (in my opinion).

NNAT 136
cogat 128
GBRS ?

Not eligible

Your child only had one high test score, not two (not plural) and it was the less important of the two. I'm not trying to be mean but had your child been in the pool from both high test scores (132 or above on both tests), it is highly unlikely you're child would not be admitted.

13:41 posted these scores and only had one high score (GBRS)- the other scores didn't put the child in the pool. Not sure why you are trying to make rhyme or reason on this selection. FWIW, my kids are in AAP and got in first round- so not bitter or angry.

NNAT 123
Cogat 120
GBRS 14
In

I'm starting to subscribe to the "pulling names out of a hat" theory. My child had a substantially higher CogAT than the child above who was admitted (just a hair shy of in-pool) AND a higher GBRS. Above grade level in everything. Excellent grades. And my child was rejected too. The school is every bit as perplexed as I am.

Maybe this child above had excellent work samples. People on DCUM try to suggest work samples don't count but that is not the impression I got based on meetings I attended where Ms. Horn spoke to parents. (not to me directly, just a general audience). Just because something is optional doesn't mean it's not valued. The essay on the SAT is optional, one would be a fool not to write one or to take it seriously.

[Anonymous]

Thinking of Appeal with WISC V. Do you guys know if any one sub score is preferred to others on WISC V - we have WISC V < 130, however FRI is in 130s, VSI is in 120s. Trying to understand the scores in relation to committees preferences