MAP-M 6+ in 5th grade

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

Obviously their kid went to the famous Wealthy Potomac ES!

[Anonymous]

Anonymous wrote:

Anonymous wrote:This wouldn't matter particularly much if MCPS only used the tool as intended -- a rough gauge of individual progress and need, suitable for honing lesson plans and for some evaluation of whole-class/school/system performance due to the lower statistical variability across larger Ns. Instead, they use single test results, fraught with uncertainty, to determine placement.

Along with other criticisms, here and in other threads, some schools also test early in the window, with, say, a month's less compacted material exposure for their 5/6 students at test time than for those testing late in the window. I wonder if they ever used their equity lens to check on the SES-related distribution of testing-window usage.

Pretty sure they're doing this to ensure there's equitable access to Algebra in 6th since, in the past, it was only been offered at wealthy schools.

Perquod sighting! Ahoy, Ahab!

[Anonymous]

Anonymous wrote:The MAP test is 3 times per year, and score reports include history ,so blaming the window for anything is a stretch. If I had to bet, I'd bet that the most interesting effect is summer learning loss (or gain, for kids who do summer education) between spring and fall.

A much more important issue, for the high end of performance, is that the MAP test is not a gifted/talented test at all! You know all that jazz about ending the "race to calculus", and going more in depth and breadth into the early material? All the grade-level "hereteogenous enrichment" MCPS promotes? The MAP test exactly the opposite! There are no in-depth/breadth questions. The way to get a high score is to know the basics of higher level courses.

There is a correlation between higher level topics and deep/broad knowledge, because enrichment schools teach well, but MAP doesn't test for it.

Agree about GT & breadth/exposure, but they only use one of those three tests for placement, now (fall for middle, winter for CES); perhaps SMACS considers things more holistically, but by that time, opportunity for exposure is already lost.

The timing within the window is definitely a factor -- NWEA even has a weeks-of-instruction percentile adjustment, but MCPS doesn't employ it. The adjustment is small, but rarely are equity differentials in these days so blatant. They're more often a combination of small differences such as this -- toes on the scale, rather than the whole foot -- and it's a shame that the school system doesn't account for this when the adjustment is available and the effort trivial.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

Let me know if you are interested in hiring a tutor or educational advisor.

Remarkably similar to one of my kids, who is a year older. They had 248 in 3rd, 275 in 5th, and 288 in 6th. They were not in the magnet and attended schools that did not offer acceleration. I'm guessing they'll break 300 this spring or next fall.

Impressive!

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

Then you should "buy" this:
https://www.amazon.com/Hard-Math-Middle-School-IMLEM/dp/1453814450 (written by the father of infamous FTX/Alameda crypto fraudster Caroline Ellison!)

Or this:
https://artofproblemsolving.com/store/book/competition-math

Or this:
https://artofproblemsolving.com/store/book/intro-geometry

Or this:
https://artofproblemsolving.com/mathcounts_trainer

Or show up for math team practice twice a week all year long.

Math team practice twice a week in 5th grade? Oh my! How the other half live! I like my kids to have a childhood - they are self motivated and good kids but no, I’m not pushing them. And guess what? Even without the pressure cooker at home they still get into the Blair magnet!

Math team practice started in 6th grade. So that was actually after the fall MAP. Previous study was at home.
Or maybe it's, as NWEA says "Gifted students may have an intuitive grasp of math concepts and, since the test is not timed, they may actually figure some things out on their own."
https://connection.nwea.org/s/article/Transition-student-from-2-5-to-6-Reading-or-Math-test-1405101729354?language=en_US

(I don''t know about "gifted", though. When I was a kid, a teacher once told the class, "Gifted is when your parents give you a Lamborghini for your 16th birthday".)

Not all of us are fortunate enough to be able to support a commute to Blair or TPMS, so we enrich at home. DC seems to have plenty of time for it, since there is no commute and perhaps since free-play screen time is limited to under an hour per day, and DC doesn't know how to sh*tpost on DCUM like me .

Maybe DC just learns a lot in a little time.
"Guess what?" Some kids are curious and self-motivated to watch 3B1B on YouTube, and sometimes wake up on Saturday morning and prove a theorem before breakfast, and ask fascinating questions, and sometimes even write a personal essay in school about how they enjoy sharing a hobby with an engaged parent.

DP

I had never heard of 3B1B! Thank you for the suggestion. I think my kid would love it.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

Let me know if you are interested in hiring a tutor or educational advisor.

The latest score in this report is from Winter, not Spring, and would still be on the 2-5 test, not the 6+. You don’t have the report for spring because the testing window hasn’t closed and they don’t report/norm the scores until it does. You may know your child’s score from the screen but it’s not reported out.

[Anonymous]

Anonymous wrote:This wouldn't matter particularly much if MCPS only used the tool as intended -- a rough gauge of individual progress and need, suitable for honing lesson plans and for some evaluation of whole-class/school/system performance due to the lower statistical variability across larger Ns. Instead, they use single test results, fraught with uncertainty, to determine placement.

Along with other criticisms, here and in other threads, some schools also test early in the window, with, say, a month's less compacted material exposure for their 5/6 students at test time than for those testing late in the window. I wonder if they ever used their equity lens to check on the SES-related distribution of testing-window usage.

Agree, particularly with your first paragraph.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

Let me know if you are interested in hiring a tutor or educational advisor.

The latest score in this report is from Winter, not Spring, and would still be on the 2-5 test, not the 6+. You don’t have the report for spring because the testing window hasn’t closed and they don’t report/norm the scores until it does. You may know your child’s score from the screen but it’s not reported out.

The picture above is from a student who already took 6th grade MAP tests.

What you wrote is true for current 5th graders.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

Let me know if you are interested in hiring a tutor or educational advisor.

Remarkably similar to one of my kids, who is a year older. They had 248 in 3rd, 275 in 5th, and 288 in 6th. They were not in the magnet and attended schools that did not offer acceleration. I'm guessing they'll break 300 this spring or next fall.

How does your kid feel about their MCPS math classes? Do they want and have peers to do math with?

I know one family that had an advanced and interested math-loving kid, who spawned a whole math team at their school that didn't have one.

They used to complain a lot about it, especially when they were in compacted, which was the worst for them. Although Algebra mostly involves topics they've understood for a few years, they're okay with it. They know other kids like themselves but never in the same class. MCPS could do a lot better but they're not all that concerned with kids who are above grade level just those below.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

Let me know if you are interested in hiring a tutor or educational advisor.

The latest score in this report is from Winter, not Spring, and would still be on the 2-5 test, not the 6+. You don’t have the report for spring because the testing window hasn’t closed and they don’t report/norm the scores until it does. You may know your child’s score from the screen but it’s not reported out.

The picture above is from a student who already took 6th grade MAP tests.

What you wrote is true for current 5th graders.

Oh sorry, you are right.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

Let me know if you are interested in hiring a tutor or educational advisor.

Remarkably similar to one of my kids, who is a year older. They had 248 in 3rd, 275 in 5th, and 288 in 6th. They were not in the magnet and attended schools that did not offer acceleration. I'm guessing they'll break 300 this spring or next fall.

How does your kid feel about their MCPS math classes? Do they want and have peers to do math with?

I know one family that had an advanced and interested math-loving kid, who spawned a whole math team at their school that didn't have one.

They used to complain a lot about it, especially when they were in compacted, which was the worst for them. Although Algebra mostly involves topics they've understood for a few years, they're okay with it. They know other kids like themselves but never in the same class. MCPS could do a lot better but they're not all that concerned with kids who are above grade level just those below.

This is the truth. And unfortunate, because there are likely more kids (or all races) who like Math and could benefit from some challenge and engagement.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

Let me know if you are interested in hiring a tutor or educational advisor.

Remarkably similar to one of my kids, who is a year older. They had 248 in 3rd, 275 in 5th, and 288 in 6th. They were not in the magnet and attended schools that did not offer acceleration. I'm guessing they'll break 300 this spring or next fall.

How does your kid feel about their MCPS math classes? Do they want and have peers to do math with?

I know one family that had an advanced and interested math-loving kid, who spawned a whole math team at their school that didn't have one.

They used to complain a lot about it, especially when they were in compacted, which was the worst for them. Although Algebra mostly involves topics they've understood for a few years, they're okay with it. They know other kids like themselves but never in the same class. MCPS could do a lot better but they're not all that concerned with kids who are above grade level just those below.

In the mean time, hit the stickied thread for at-home/external resources.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

On MAP 6+ you can restrict the material being tested so it doesn’t cover algebra 1 and geometry. So it’s possible the scores are still for on grade material. For unrestricted MAP 6+ you’ll start hitting algebra 1 questions like slope and intercepts around 220. Around 240 they’ll get questions on quadratic roots, parabolas etc. The NWEA threshold for Algebra readiness is 235, and the one for Geometry is 245.

The way to know what was actually tested is to look at the Learning Continuum report, that will tell you what concepts the student knows at accuracy levels of 75, 50 and 25%.

I find it hilarious when parents show off their kids MAP scores as proof of genius level ability when they have no idea how that testing works. 288 administered to 12th graders is 99 percentile. I’m sure that 6th grader is smart, but chances are he’s not on par with the top students in 12th grade.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

On MAP 6+ you can restrict the material being tested so it doesn’t cover algebra 1 and geometry. So it’s possible the scores are still for on grade material. For unrestricted MAP 6+ you’ll start hitting algebra 1 questions like slope and intercepts around 220. Around 240 they’ll get questions on quadratic roots, parabolas etc. The NWEA threshold for Algebra readiness is 235, and the one for Geometry is 245.

The way to know what was actually tested is to look at the Learning Continuum report, that will tell you what concepts the student knows at accuracy levels of 75, 50 and 25%.

I find it hilarious when parents show off their kids MAP scores as proof of genius level ability when they have no idea how that testing works. 288 administered to 12th graders is 99 percentile. I’m sure that 6th grader is smart, but chances are he’s not on par with the top students in 12th grade.

Mocking parents for not knowing information that teachers and admins refuse to share, isn't the flex you may think it is.

On math specifically, I do believe there a student who shows mastery of Algebra 1 and Geometry is very high percentile among high school seniors.

The MAP-M median for 12th grade is 233, which is below that "Algebra Readiness" level of 235.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My kid's score growth has been smooth from ES to MS. Looking at the score history there's no clue where the switch from 2-5 to 6+ was.

Im guessing you didn’t have an outlier kid? Kids scoring in the 270s in the 3-5 version usually see a big drop. Kids scoring in the 240s or below may not.

Mine didn't drop, but does study next-level math over the summer, so maybe that covered the gap.

You had a kid scoring in the 270s in 5th who increased from that in 6th because of studying over the summer?

I can't prove it's "because", but besides that, yes. We've done Beast Academy / AoPS material at home since 2nd grade, including summers.

Spring scores were 240s in 2nd, with ~10pts/yr growth every year 2nd-6th. (Interpolating to estimate the covid-missing Spring 2020 score)

There is some jitter with the Fall and Winter scores, probably because my kid likes testing, and so puzzled and educated-guessed on material not studied yet, and there are multiple choice questions, and the rest is short.

So what were the actual scores end of 5th and beginning of 6?

276 and 282

282 in the 6+ MAP suggests strong knowledge of both algebra 1 and geometry. I don’t buy it.

On MAP 6+ you can restrict the material being tested so it doesn’t cover algebra 1 and geometry. So it’s possible the scores are still for on grade material. For unrestricted MAP 6+ you’ll start hitting algebra 1 questions like slope and intercepts around 220. Around 240 they’ll get questions on quadratic roots, parabolas etc. The NWEA threshold for Algebra readiness is 235, and the one for Geometry is 245.

The way to know what was actually tested is to look at the Learning Continuum report, that will tell you what concepts the student knows at accuracy levels of 75, 50 and 25%.

I find it hilarious when parents show off their kids MAP scores as proof of genius level ability when they have no idea how that testing works. 288 administered to 12th graders is 99 percentile. I’m sure that 6th grader is smart, but chances are he’s not on par with the top students in 12th grade.

Mocking parents for not knowing information that teachers and admins refuse to share, isn't the flex you may think it is.

On math specifically, I do believe there a student who shows mastery of Algebra 1 and Geometry is very high percentile among high school seniors.

The MAP-M median for 12th grade is 233, which is below that "Algebra Readiness" level of 235.

I’m not mocking them, I just found it entertaining. It shows just how some parents are so enamored with their child being an outlier that they’ll hold on to even the slightest piece of information that shows so, even when it goes against common sense.

Not sure why that hit a sore spot with you, perhaps you are the poster that rushed to display the picture with the 288 MAP score. Congratulations to that student, he sounds like a smart kid, but it was a little annoying to see how the other poster expressing doubt was lectured on what it takes to raise smart kids.