CES kid low MAP-R score

[Anonymous]

Anonymous wrote:

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.

230's in MS is pretty low score. ES kids at CES hit somewhere around 260 to 270 when they move to MS and continue to progress but at a slower rate. If your DC plateau in MS, you have to look at that is stalling the progress.

[Anonymous]

The CES is for humanities. MAP-R is irrelevant.

[Anonymous]

What do you think humanities encompasses? MAP-R is relevant BECAUSE CES is a humanities program.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

Not true at all. Those scores are rare even in MS
230's in MS is pretty low score. ES kids at CES hit somewhere around 260 to 270 when they move to MS and continue to progress but at a slower rate. If your DC plateau in MS, you have to look at that is stalling the progress.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

Not true at all. Those scores are rare even in MS
230's in MS is pretty low score. ES kids at CES hit somewhere around 260 to 270 when they move to MS and continue to progress but at a slower rate. If your DC plateau in MS, you have to look at that is stalling the progress.

MCPS scores are remarkable similar to national scores on the MAP. At best a few percent higher based on what MCPS publishes. Although the gist of what your saying is true your scores are a bit off the mark.

Refer to this site to get a sense of what is high or low
https://sites.google.com/view/nweapercentilecalculator

[Anonymous]

Yes. 230 in MS MAP R is low.

[Anonymous]

Anonymous wrote:Yes. 230 in MS MAP R is low.

OMG 89% for a 6th grader is terrible!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Yes. 230 in MS MAP R is low.

OMG 89% for a 6th grader is terrible!

Context matters.. General population vs. Highly abled who perform above, 90th percentile, by the way.. of 7th and 8th grade in 6th grade.