How common is a math or reading MAP score at the 99th percentile in this area?

[Anonymous]

Time to get back to class. You are responding to an old thread.

[Anonymous]

I am in the CES Program in MCPS. it is fairly easy, and i have been in 95% ~ 99% in MAP all my life.

[Anonymous]

Anonymous wrote:BTW, I am in the CES Program. That is just advanced reading though, math is still advanced, but i would get that somewhere else too.

The charts the county publishes show that the MCPS average is a couple of percentage points higher than national but it seems remarkably close.

So pretty safe bet it's a little higher, but not by very much.

[Anonymous]

My lovely average DC is in the 76th for math. I’m sure 99 is common but there are others with lower scores out there. I hope I made someone’s day knowing they not alone.

[Anonymous]

Anonymous wrote: My lovely average DC is in the 76th for math. I’m sure 99 is common but there are others with lower scores out there. I hope I made someone’s day knowing they not alone.

Thats still a good score.

[Anonymous]

I am a teacher at a focus school. Scores are mostly in the 25-75th percentiles with some in both directions. The compacted math class is for the students in that 75-99 range.

I have worked at many schools, including W feeder schools, and have never seen classes full of kids in the 99% range. The mean score is much higher at some schools, but there are still plenty of kids in that 40-60% range.

[Anonymous]

I accidentally saw the class’s scores on a paper and my dc had the highest score by far at 96th% in a W feeder school. It was not, however, the class with compacted math students.

[Anonymous]

Anonymous wrote:
I meant has no limit on grade

This is incorrect. The MAP-M 2-5 limits content to up to 5th grade content, plus some what they call logical content extensions.
You need to take the K6+ test to see exposure to 6th grade or later material.

Read: https://teach.mapnwea.org/impl/maphelp/Content/AboutMAP/MAPTestDescription.htm
https://connection.nwea.org/s/article/Transition-student-from-2-5-to-6-Reading-or-Math-test-1405101729354?language=en_US

The MAP Growth 2-5 test also includes some of the items (the logical, content extensions) from the 6+ test to account for high performing students. We're careful to only include the logical extensions and avoid content that we know a 5th grader who is high performing is not likely to have seen yet. If a 5th grade student takes the 6+ test, it is very likely that they would see a lot of content that they have not become familiar with yet. This would likely impact the student's score.

[Anonymous]

My kids who did get in to CES and magnet middle school got 98-99th percentile scores consistently and their elementary school acted as if those scores were unusually high and certainly not the time a dozen they are made out to be here.

[Anonymous]

My CES 5th grader has always tested inside the 99th percentile (latest was 262 for math and 250 for reading), but did not win the lottery to get into the magnet middle school. We plan on enriching the home school curriculum ourselves and seeing what new hobbies she'd like to take up.

I have another child who is 2e and he always tests around the 97th-98th percentile (but he takes days to complete his testing). Since I know exactly how good their understanding is for each of them, I have come to realize that there is a significant difference between the 97th-98th band and scoring within the 99th band: the extreme percentiles have a lot of spread in cognitive thinking. It isn't the same spread as the one between the 50th vs the 51st percentile range, for example.

[Anonymous]

Anonymous wrote:
My CES 5th grader has always tested inside the 99th percentile (latest was 262 for math and 250 for reading), but did not win the lottery to get into the magnet middle school. We plan on enriching the home school curriculum ourselves and seeing what new hobbies she'd like to take up.

I have another child who is 2e and he always tests around the 97th-98th percentile (but he takes days to complete his testing). Since I know exactly how good their understanding is for each of them, I have come to realize that there is a significant difference between the 97th-98th band and scoring within the 99th band: the extreme percentiles have a lot of spread in cognitive thinking. It isn't the same spread as the one between the 50th vs the 51st percentile range, for example.

If anyone is interested, my son's IQ was measured at a 130, when we did a full neuropsych to diagnose him. I don't know whether MAP scores and IQ correlate well, however.

[Anonymous]

Anonymous wrote:
My CES 5th grader has always tested inside the 99th percentile (latest was 262 for math and 250 for reading), but did not win the lottery to get into the magnet middle school. We plan on enriching the home school curriculum ourselves and seeing what new hobbies she'd like to take up.

I have another child who is 2e and he always tests around the 97th-98th percentile (but he takes days to complete his testing). Since I know exactly how good their understanding is for each of them, I have come to realize that there is a significant difference between the 97th-98th band and scoring within the 99th band: the extreme percentiles have a lot of spread in cognitive thinking. It isn't the same spread as the one between the 50th vs the 51st percentile range, for example.

Hm. I have two very different kids who both score in the 99th and of also say that there seems to be a big spread but actually it’s all about my own biases. The kid who sounds less articulate than the other is actually the higher scorer. I’d guess it’s the same in your kids case.

[Anonymous]

10th grader DC in Magnet scored between 94 to 99 over the last 9 years

99-99-99
98-99-99
99-99-99
95-97-98
99-99-99
99-99-99
92-94-96
92-94-96
92-95-97
94-96-98
93-95-97
90-94-96
93-96-98
99-99-99
97-98-99

[Anonymous]

Anonymous wrote:

Anonymous wrote:
My CES 5th grader has always tested inside the 99th percentile (latest was 262 for math and 250 for reading), but did not win the lottery to get into the magnet middle school. We plan on enriching the home school curriculum ourselves and seeing what new hobbies she'd like to take up.

I have another child who is 2e and he always tests around the 97th-98th percentile (but he takes days to complete his testing). Since I know exactly how good their understanding is for each of them, I have come to realize that there is a significant difference between the 97th-98th band and scoring within the 99th band: the extreme percentiles have a lot of spread in cognitive thinking. It isn't the same spread as the one between the 50th vs the 51st percentile range, for example.

Hm. I have two very different kids who both score in the 99th and of also say that there seems to be a big spread but actually it’s all about my own biases. The kid who sounds less articulate than the other is actually the higher scorer. I’d guess it’s the same in your kids case.

PP you replied to. In our case, my daughter definitely has more abilities than her brother, or myself, really. It's rather obvious in our day-to-day interactions.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
My CES 5th grader has always tested inside the 99th percentile (latest was 262 for math and 250 for reading), but did not win the lottery to get into the magnet middle school. We plan on enriching the home school curriculum ourselves and seeing what new hobbies she'd like to take up.

I have another child who is 2e and he always tests around the 97th-98th percentile (but he takes days to complete his testing). Since I know exactly how good their understanding is for each of them, I have come to realize that there is a significant difference between the 97th-98th band and scoring within the 99th band: the extreme percentiles have a lot of spread in cognitive thinking. It isn't the same spread as the one between the 50th vs the 51st percentile range, for example.

Hm. I have two very different kids who both score in the 99th and of also say that there seems to be a big spread but actually it’s all about my own biases. The kid who sounds less articulate than the other is actually the higher scorer. I’d guess it’s the same in your kids case.

PP you replied to. In our case, my daughter definitely has more abilities than her brother, or myself, really. It's rather obvious in our day-to-day interactions.

My point is that it’s “obvious” in our family too except that the MAP scores are the other way round with the kid who appears to “obviously” have stronger abilities scoring marginally lower than his brother. I’ll also guess that your daughter is older. There’s actually very little difference in the high scores.