RMIB and Blair criteria for HS program acceptance

[Anonymous]

Bizarre that Maryland loses days of education time for MCAP testing and doesn’t consider those scores for Magnet admission. Same for COGAT

[Anonymous]

The main contributions are MAP scores (MAP-M for Blair and MAP-R for RM) and the essay. I have a kid in SMCS and I was told that MAP is used to filter (students below a specific score are rejected) and for those that pass the filter, the essay is read by the admin group (select teachers) to provide the outcome recommendation. The filter threshold is lower than 280 for MAP-M. Essay is where the students are picked based on their stated interest. Having said this, I am sure the kids with the outlier MAP scores (300+ for MAP-M for example) will likely get in just from that since the admin committee can see this and will likely bias their view of the candidate.

[Anonymous]

Anonymous wrote:The main contributions are MAP scores (MAP-M for Blair and MAP-R for RM) and the essay. I have a kid in SMCS and I was told that MAP is used to filter (students below a specific score are rejected) and for those that pass the filter, the essay is read by the admin group (select teachers) to provide the outcome recommendation. The filter threshold is lower than 280 for MAP-M. Essay is where the students are picked based on their stated interest. Having said this, I am sure the kids with the outlier MAP scores (300+ for MAP-M for example) will likely get in just from that since the admin committee can see this and will likely bias their view of the candidate.

Funny I used the 280 number a few pages back and got called a liar

[Anonymous]

Anonymous wrote:The main contributions are MAP scores (MAP-M for Blair and MAP-R for RM) and the essay. I have a kid in SMCS and I was told that MAP is used to filter (students below a specific score are rejected) and for those that pass the filter, the essay is read by the admin group (select teachers) to provide the outcome recommendation. The filter threshold is lower than 280 for MAP-M. Essay is where the students are picked based on their stated interest. Having said this, I am sure the kids with the outlier MAP scores (300+ for MAP-M for example) will likely get in just from that since the admin committee can see this and will likely bias their view of the candidate.

Middle school kids with 300+ MAP-M are rare so they deserve a slot.

[Anonymous]

If you’re saying that kids below 280 are filtered out that is not true. My kid got in with a 273.

Anonymous wrote:

Anonymous wrote:The main contributions are MAP scores (MAP-M for Blair and MAP-R for RM) and the essay. I have a kid in SMCS and I was told that MAP is used to filter (students below a specific score are rejected) and for those that pass the filter, the essay is read by the admin group (select teachers) to provide the outcome recommendation. The filter threshold is lower than 280 for MAP-M. Essay is where the students are picked based on their stated interest. Having said this, I am sure the kids with the outlier MAP scores (300+ for MAP-M for example) will likely get in just from that since the admin committee can see this and will likely bias their view of the candidate.

Funny I used the 280 number a few pages back and got called a liar

[Anonymous]

Anonymous wrote:

Anonymous wrote:The main contributions are MAP scores (MAP-M for Blair and MAP-R for RM) and the essay. I have a kid in SMCS and I was told that MAP is used to filter (students below a specific score are rejected) and for those that pass the filter, the essay is read by the admin group (select teachers) to provide the outcome recommendation. The filter threshold is lower than 280 for MAP-M. Essay is where the students are picked based on their stated interest. Having said this, I am sure the kids with the outlier MAP scores (300+ for MAP-M for example) will likely get in just from that since the admin committee can see this and will likely bias their view of the candidate.

Middle school kids with 300+ MAP-M are rare so they deserve a slot.

Depends. Is the program for those that have had the exposure to score 300+, irrespective of underlying ability? For those who would have the ability not only to score in that range if they had had exposure, but more natural ability than some, understanding there would be overlap, scoring in that range with exposure (and how do we measure that ability)? Both?

[Anonymous]

Anonymous wrote:

Anonymous wrote:The main contributions are MAP scores (MAP-M for Blair and MAP-R for RM) and the essay. I have a kid in SMCS and I was told that MAP is used to filter (students below a specific score are rejected) and for those that pass the filter, the essay is read by the admin group (select teachers) to provide the outcome recommendation. The filter threshold is lower than 280 for MAP-M. Essay is where the students are picked based on their stated interest. Having said this, I am sure the kids with the outlier MAP scores (300+ for MAP-M for example) will likely get in just from that since the admin committee can see this and will likely bias their view of the candidate.

Funny I used the 280 number a few pages back and got called a liar

They literally said that 280 is incorrect, the threshold is lower than that.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The main contributions are MAP scores (MAP-M for Blair and MAP-R for RM) and the essay. I have a kid in SMCS and I was told that MAP is used to filter (students below a specific score are rejected) and for those that pass the filter, the essay is read by the admin group (select teachers) to provide the outcome recommendation. The filter threshold is lower than 280 for MAP-M. Essay is where the students are picked based on their stated interest. Having said this, I am sure the kids with the outlier MAP scores (300+ for MAP-M for example) will likely get in just from that since the admin committee can see this and will likely bias their view of the candidate.

Middle school kids with 300+ MAP-M are rare so they deserve a slot.

Depends. Is the program for those that have had the exposure to score 300+, irrespective of underlying ability? For those who would have the ability not only to score in that range if they had had exposure, but more natural ability than some, understanding there would be overlap, scoring in that range with exposure (and how do we measure that ability)? Both?

NP. School Magnet programs were meant for those who did not have a peer group in their own environment and thus would not thrive and reach potential. This meant those who were really advanced naturally (i.e gifted) and those who were above average for their school. The problem is that now parents are trying to over optimize their kids, so do tons of enrichment outside of school in the hopes that it will land their kids as more advanced than their peers. Simultaneously as a nation, we have believe we can have 50 different state education ideas ,while continually pushing the cost of everything up, but somehow believe education can be funded at a lower cost.