2020 AAP Acceptances
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Anonymous
Neither kid crushed the the test. 134 is an excellent score but it is only a few questions answered correctly above a 128. I am not knocking the score, DS scored 135, just saying that they are not the types of scores that you scratch your head and go how did that kid get in and that kid did not? The GBRSs are important because it points to what the Teachers are seeing in the classroom. In the example above, the kids are very different personalities. Ask for the GBRSs. You will be able to compare what the Teaches said and that should help you write a great appeal letter for your second child that addresses the areas that the Teacher favored your one child over the other. Call out your child's comprehension of math and provide examples. Like, she enjoys playing math based games or completing logic puzzles or something more concrete then "She flies through math." Discuss her obsession around space. What is it that she is fascinated by and provide examples of how she dives deeper into the subject. "DD2 loves studying space. She has read books on super novas and and asked to watch shows on Super Novas. She finds is interested in understanding why Uranus has a different orbit than Earth." The more specific you are, the easier it is for the Committee to see what you are talking about. Provide work samples that point to her more in depth knowledge, interest in math and science. Find some logic puzzles online and ask her to solve them and write an explanation of how she got that answer. Look for ones for kids in third grade. DS's packet included two logic puzzles that he solved at school with his explanation on his thought process. |
Anonymous
Yep. They seem to be placing a huge emphasis on work samples, which really hurts the kids with poor executive function. I bet your DD1 had prettier looking work samples than DD2, and that was why DD1 got in and DD2 didn't. |
Anonymous
Wow that’s crazy. I know of a few kids were had gifted IQs last year and didn’t get in either. |
Anonymous
| Pretty work and outgoing personality do catch teacher’s eye than a bright kid with poor executive function ! DD fits right in ! She is creative and productive thinker but not your typical child ! It is what it is ! No AAP for us . Branded too early ?? |
Anonymous
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NNAT: not available. New to county
COGAT: 129 GBRS: no idea but teacher absolutely loved DC and had great things to say at the conference. Said child was perfect in every way Zip: 22101 We just submitted a parent referral and questionnaire. We did not submit any work samples but I know the teacher had really strong work samples which she showed me at the conference. I was pretty sure we won’t get in based on the rejections here but I wasn’t planning on appealing. Would have just applied in third grade again. So glad we don’t have to do that! |
Anonymous
You are telling us the teacher said this? |
Anonymous
Yes I am. She used the exact words. No I don’t think my child is perfect but I was just stating that based on her comments I am sure the GBRS was good. The teacher had great things to say and even I was taken aback. |
Anonymous
I think this is a stereotype about the process. My DS definitely didn't have 'pretty work samples' and wasn't a particular people-pleaser and got in without appeal. His sister with much prettier work samples, more conscientious worker and similar scores (cogat 134) only got in with appeal and a IQ test of 145. I think it varies widely by committee. But if the kids in either of their AAP classes are any case pretty work samples and strong executive function are not required. |
Anonymous
I was surprised actually. Almost didn’t bother referring but at the parent presentation the AART said if in doubt, just parent refer. Glad I did. I guess street cred matters, even in AAP. |
Anonymous
I think teachers and committee members are more likely to expect pretty work from girls and excuse messy work from boys. But I also agree that it varies widely by committee. It is not a consistent process, and there’s a decent chance that if your DS’ and DD’s files had landed on different tables with different panel members, the DS’ file might have been rejected and the DD’s might have been in first round. |
Anonymous
No one wants to admit it in dcum-land, but your kid’s profile is not that atypical for kids who are admitted. There are many kids who get in who are solid students with high GBRS and test scores that are “too low.” |
Anonymous
So true. I was talking to a few neighbors and all of their bright kids got in with "low scores" as well. It is an advanced program, after all. My kid is crazy bright and always has been. Not saying my kid belongs in Mensa or anything but I am glad test scores are not the only factor. |
Anonymous
| I think GBRS and school submitted samples play a very important role. Dare I say more important than Cogat it seems! |
Anonymous
I agree, but I think it's absurd. Good work samples are more likely to show high executive function than high intelligence. Likewise, there are many things that bias GBRS. The system is set up to select upper middle class, above average kids who are somewhat advanced. This is actually a good fit for the program, since AAP itself best serves exactly those kids. It's weird, though, that a program that is supposed to serve gifted kids fails to identify a bunch of them, and then falls far short of serving their needs when they are in the program. It's also odd that the schools keep harping about the achievement gap, but then continue changing AAP admissions in a way that is likely to admit even more already privileged kids. |
Anonymous
You have a bizarre definition of "crazy bright." This thread really illustrates why my gifted kid is so bored in AAP. He's stuck twiddling his thumbs and waiting for all of the "crazy bright kids"  to learn the concepts and catch up.
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