prepping for cogat test .. is it cheating?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It won’t matter eventually - once every school has level 4 they will slowly move to clustering and no more centers. Then no more aap at middle school. I say 10 years.

I say we go retro and revert to "tracking" where all the LIV qualified kids are in the same class (or multiple classes if there are more than 20 per school). That would retain the neighborhood school concept but allow teachers to enhance and accelerate for the more advanced group. The current process is inefficient and unfair and gives too much weight to race components when that isn't necessarily a deterrent to high test scores.

Sweetie, this is the current model.

Not really. Currently not all ES have LLIV and a lot of LLIV schools spread the AAP kids into various classrooms, with the teachers having many different levels of instruction to deal with. Not great for the families who were told their kids would be getting AAP level work, or the teachers who are spread pretty thin.

Yes, every ES has or soon will have LLIV. Many of them are using the cluster model, but that's because they cannot make a class for 3-6 students who are eligible for Level IV. The center school concept is really really a better implementation. Maybe in 5-10 years, posters like you will realize it.

Our school had 26 kids stay for LLIV. They split them across 5 classrooms with 5 or 6 in each room. It could easily have been a separate class, but they didn’t want to use that method for whatever reason. Made it easy to decide on the center!

Same, except only about 3 or 4 kids per grade stay at our LLIV, so you can imagine how much attention they get, even if placed in the same classroom. Yet my kids (there are younger siblings) can walk to the base school, so choosing the center we gave up the ease of going to the neighborhood school with siblings for a more rigorous program that my third grader has to be bused to. I think we made the right decision education-wise, but there were some trade-offs.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It won’t matter eventually - once every school has level 4 they will slowly move to clustering and no more centers. Then no more aap at middle school. I say 10 years.

I say we go retro and revert to "tracking" where all the LIV qualified kids are in the same class (or multiple classes if there are more than 20 per school). That would retain the neighborhood school concept but allow teachers to enhance and accelerate for the more advanced group. The current process is inefficient and unfair and gives too much weight to race components when that isn't necessarily a deterrent to high test scores.

Sweetie, this is the current model.

Not really. Currently not all ES have LLIV and a lot of LLIV schools spread the AAP kids into various classrooms, with the teachers having many different levels of instruction to deal with. Not great for the families who were told their kids would be getting AAP level work, or the teachers who are spread pretty thin.

Yes, every ES has or soon will have LLIV. Many of them are using the cluster model, but that's because they cannot make a class for 3-6 students who are eligible for Level IV. The center school concept is really really a better implementation. Maybe in 5-10 years, posters like you will realize it.

Our school had 26 kids stay for LLIV. They split them across 5 classrooms with 5 or 6 in each room. It could easily have been a separate class, but they didn’t want to use that method for whatever reason. Made it easy to decide on the center!

Same, except only about 3 or 4 kids per grade stay at our LLIV, so you can imagine how much attention they get, even if placed in the same classroom. Yet my kids (there are younger siblings) can walk to the base school, so choosing the center we gave up the ease of going to the neighborhood school with siblings for a more rigorous program that my third grader has to be bused to. I think we made the right decision education-wise, but there were some trade-offs.

It makes little difference in the bigger picture but I think makes some parents feel better.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It won’t matter eventually - once every school has level 4 they will slowly move to clustering and no more centers. Then no more aap at middle school. I say 10 years.

I say we go retro and revert to "tracking" where all the LIV qualified kids are in the same class (or multiple classes if there are more than 20 per school). That would retain the neighborhood school concept but allow teachers to enhance and accelerate for the more advanced group. The current process is inefficient and unfair and gives too much weight to race components when that isn't necessarily a deterrent to high test scores.

Sweetie, this is the current model.

Not really. Currently not all ES have LLIV and a lot of LLIV schools spread the AAP kids into various classrooms, with the teachers having many different levels of instruction to deal with. Not great for the families who were told their kids would be getting AAP level work, or the teachers who are spread pretty thin.

Yes, every ES has or soon will have LLIV. Many of them are using the cluster model, but that's because they cannot make a class for 3-6 students who are eligible for Level IV. The center school concept is really really a better implementation. Maybe in 5-10 years, posters like you will realize it.

Our school had 26 kids stay for LLIV. They split them across 5 classrooms with 5 or 6 in each room. It could easily have been a separate class, but they didn’t want to use that method for whatever reason. Made it easy to decide on the center!

Same, except only about 3 or 4 kids per grade stay at our LLIV, so you can imagine how much attention they get, even if placed in the same classroom. Yet my kids (there are younger siblings) can walk to the base school, so choosing the center we gave up the ease of going to the neighborhood school with siblings for a more rigorous program that my third grader has to be bused to. I think we made the right decision education-wise, but there were some trade-offs.

Weird I heard they get a lot more personal attention at the home school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It won’t matter eventually - once every school has level 4 they will slowly move to clustering and no more centers. Then no more aap at middle school. I say 10 years.

I say we go retro and revert to "tracking" where all the LIV qualified kids are in the same class (or multiple classes if there are more than 20 per school). That would retain the neighborhood school concept but allow teachers to enhance and accelerate for the more advanced group. The current process is inefficient and unfair and gives too much weight to race components when that isn't necessarily a deterrent to high test scores.

Sweetie, this is the current model.

Not really. Currently not all ES have LLIV and a lot of LLIV schools spread the AAP kids into various classrooms, with the teachers having many different levels of instruction to deal with. Not great for the families who were told their kids would be getting AAP level work, or the teachers who are spread pretty thin.

Yes, every ES has or soon will have LLIV. Many of them are using the cluster model, but that's because they cannot make a class for 3-6 students who are eligible for Level IV. The center school concept is really really a better implementation. Maybe in 5-10 years, posters like you will realize it.

Our school had 26 kids stay for LLIV. They split them across 5 classrooms with 5 or 6 in each room. It could easily have been a separate class, but they didn’t want to use that method for whatever reason. Made it easy to decide on the center!

Same, except only about 3 or 4 kids per grade stay at our LLIV, so you can imagine how much attention they get, even if placed in the same classroom. Yet my kids (there are younger siblings) can walk to the base school, so choosing the center we gave up the ease of going to the neighborhood school with siblings for a more rigorous program that my third grader has to be bused to. I think we made the right decision education-wise, but there were some trade-offs.

It makes little difference in the bigger picture but I think makes some parents feel better.

Both of my kids found their first friends at the center school. It was huge for them.

[Anonymous]

Most parents in this area get their kids prepared for NNAT and COGAT. Most of them will make it seem like they don't but they are lying. Do whatever you think you should do for your child to get them ready.

[Anonymous]

Anonymous wrote:Most parents in this area get their kids prepared for NNAT and COGAT. Most of them will make it seem like they don't but they are lying. Do whatever you think you should do for your child to get them ready.

No, most parents don't. Someone's lying but it's not most parents.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:It won’t matter eventually - once every school has level 4 they will slowly move to clustering and no more centers. Then no more aap at middle school. I say 10 years.

I say we go retro and revert to "tracking" where all the LIV qualified kids are in the same class (or multiple classes if there are more than 20 per school). That would retain the neighborhood school concept but allow teachers to enhance and accelerate for the more advanced group. The current process is inefficient and unfair and gives too much weight to race components when that isn't necessarily a deterrent to high test scores.

Sweetie, this is the current model.

Not really. Currently not all ES have LLIV and a lot of LLIV schools spread the AAP kids into various classrooms, with the teachers having many different levels of instruction to deal with. Not great for the families who were told their kids would be getting AAP level work, or the teachers who are spread pretty thin.

Yes, every ES has or soon will have LLIV. Many of them are using the cluster model, but that's because they cannot make a class for 3-6 students who are eligible for Level IV. The center school concept is really really a better implementation. Maybe in 5-10 years, posters like you will realize it.

Our school had 26 kids stay for LLIV. They split them across 5 classrooms with 5 or 6 in each room. It could easily have been a separate class, but they didn’t want to use that method for whatever reason. Made it easy to decide on the center!

Same, except only about 3 or 4 kids per grade stay at our LLIV, so you can imagine how much attention they get, even if placed in the same classroom. Yet my kids (there are younger siblings) can walk to the base school, so choosing the center we gave up the ease of going to the neighborhood school with siblings for a more rigorous program that my third grader has to be bused to. I think we made the right decision education-wise, but there were some trade-offs.

It makes little difference in the bigger picture but I think makes some parents feel better.

Both of my kids found their first friends at the center school. It was huge for them.

Ah were they just too brilliant to make friends with the dummies in general ed? Not enough in common? Too good for the stupid kids?

[Anonymous]

Yes, obviously it’s cheating, but a lot of people here want to make it sound better than it actually is. Cheating is cheating.

Yes, different cultures have different definitions of cheating, but you have to deal with the definition of cheating in the culture you’re living in. It doesn’t matter if the country you came from has a different definition of cheating, what matters is what is considered cheating where you’re living now.

[Anonymous]

Even if prepping isn’t what the test makers intended, no, it is not technically cheating. Cheating would be something like having the answers to that specific exam, or a kid copying off another kid’s test.

[Anonymous]

It’s funny how many people swear up and down hat it’s cheating, but nobody can provide a source.

[Anonymous]

Anonymous wrote:Yes, obviously it’s cheating, but a lot of people here want to make it sound better than it actually is. Cheating is cheating.

Yes, different cultures have different definitions of cheating, but you have to deal with the definition of cheating in the culture you’re living in. It doesn’t matter if the country you came from has a different definition of cheating, what matters is what is considered cheating where you’re living now.

E ok what is the definition of cheating in the country we are talking about?

[Anonymous]

Here is the deal. This test helps decide your kid's free education plan for 6 years. So yes, it is best to prep. Not everyone can afford to move to private and a practice book costs $20.

[Anonymous]

Both my kids got in to academic based magnet programs. We have never prepped them for a test. I wouldn't want my kids in these programs if they couldn't naturally do the work without intervention. Neither they nor I need that sort of stress. (I went to a magnet high school so I have some idea what its all about. The kids who didn't need to prep always do better both academically and mentally.)

[Anonymous]

Most people IRL don't prep. Most people on DCUM do prep. It's not cheating, it's preparing. I gave my child an NNAT workbook this year to familiarize him with the types of questions he would receive. That's not cheating. They do the exact same thing for SOLs every year. Are the kids all cheating on SOLs?

[Anonymous]

A better discussion is what's the most effective way to prep for CogAT.