Reply to Does MCPS publish data with MAP-M and MAP-R with number of students in different percentile?

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Reply to "Does MCPS publish data with MAP-M and MAP-R with number of students in different percentile?"

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Not sure what you're looking for but this is how MAP scores are reported out:

https://decorah.k12.ia.us/app/uploads/2021/02/MAP-RIT-Scores-2020-Norms.pdf
https://mkpcpta.webs.com/MAP-Scores-FAQ.pdf

Here's how other schools use the MAP exam results:

https://campussuite-storage.s3.amazonaws.com/prod/750226/93147715-c5f6-11e6-b7b7-22000bd8490f/1848025/4e4fb610-dc5c-11e8-adb6-0af9aad03eea/file/Acceleration.pdf

MAP (Measures of Academic Progress) is not like the CogAT test.  CogAT is race-neutral, Nationally administered, and more of a type of intelligence test.  All MAP does is say whether or not your kid knows material at grade level or not.  CogAT can qualify your kid for Mensa admission, but MAP cannot.  In theory if you score high on the MAP, you should skip a grade, for example.  But if you score high on CogAT, it means that standard school material might not be appropriate for the child that is able to see patterns and make analogies that other kids can't connect the dots to.

Hope this helps.[/quote]

Thank you.. the 2nd link in your post was very valuable. Would you be able to tell if MCPS is using those benchmarks for acceleration? I assume this is not used by MCPS for acceleration because many students who score much higher than the benchmarks in 2nd link does not receive any acceleration. Given that MCPS no longer administer CogAT test (to achieve their equity goals), only way parents can measure the progress is MAP at this point unfortunately.

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Do you really think MCPS care about the high achievers and accelerate even more? Would more acceleration help MCPS close the opportunity gap?[/quote]

I put up the post of 06/17/2022 23:15, but not of 06/18/2022 10:57.

It's the first time I've read Student Outcomes on MAP Growth: Comparison of Virtual and In-Person Administrations, but I don't think it's a relevant document.  It discusses the differences between virtual and in-person testing.

There is only one line within the document that may be somewhat relevant.  "MAP Growth assessment was found to be a consistent measure of student achievement in the areas of reading and mathematics."  I believe this is a true statement, since that's all the MAP test really does.  If a child is behind or ahead in grade level in math or reading, the MAP test will identify it.  Ex. If a child is ahead in math or reading, then they could be placed in a higher-level math or reading class (ex. CES).

But your question is a little different.  You asked, "Would more acceleration help MCPS close the [i]opportunity gap[/i]?"  In the sense of identifying weak readers or kids who need math help, it could identify those kids who need tutoring and remedial classes (ex. summer school or weekend classes).  What the MAP test will not do is:
- Identify weaknesses in other subjects or topics outside of math or reading
- Identify the child's IQ

It's a fine line to explain, since often bright children tend to accelerate in math or reading because they need additional mental stimulation, but not always.  Ex. a polyglot may have a gift for languages, or a gift for computers (machine languages).  Both are related to both math and reading, but not identical.  MAP only tests for vanilla, not tutti fruitti.  If you believe (as I do) that robotics and AI will determine our children's future careers, then I don't believe that MCPS AEI's current strategy is effective.  Our family supplements since MCPS does not meet our child's needs, and I would encourage other parents to do the same if you want your children to be globally competitive.
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