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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]+1  A lot of folks don't get it, because it is what we grew up with, but the whole system of standardized testing was designed to keep people out of elite institutions.  It might seem innocuous to give analogies about sailboats, but think about it for a minute. [/quote]
I think you're conflating math the language portions of standardized testing.[/quote]

No, PP. Please read up on the inherent inequities of standardized testing which include all topics. As others have noted, to succeed in getting the highest scores, particularly in this year, kids supplement classroom teaching through tutoring and/or parental instruction and/or special programs to enhance their scores. In addition, there are clearly parents, who know the drill; they know to prep because they know that these tests essentially cement a track for students from which many opportunities will be determined or denied. Not all parents have this insight or are as savvy. They don’t know the system.

Kids in lower SES groups are disadvantaged in this system. And in this year, when so many kids were doing DL at home while a parent had to work simultaneously or - as many kids in my DC’s Title I elementary school - were left in the care of an older sibling, sometimes not much older than the student (middle school or high school) these kids were especially left behind. Now we have the county suddenly raising the bar mid flight for kids who given the hard work and graded they put in, are earning As but may not have done as well on the MAP because they didn’t have the advantages of a parent or other resources to fill the gaps that math 4/5 didn’t cover in class. It’s outrageous. Sure, you want to start 3rd graders with a 90th threshold, then start that next year when - hopefully - kids will have a chance to regain any lost ground. The only people who support this nonsense are those who feel superior by excluding kids; it’s an ego boost. If a kid is getting As in 4/5 and thriving, they earn a spot in a 5/6 class. Period. [/quote]
I’m sorry, but this is ridiculous. Let me introduce a relevant example of situations I am familiar with.

Kid A: Parents strictly enforce screen time limits, with no screen time allowed on weekdays. Purchased Beast Academy workbooks and require kid to complete an extra problem set each week. Parents check homework every day. In compacted math.

Kid B: Parents allow kid to play Minecraft 1-2 hours a day. No one checks on completion of homework. Not in compacted math.

Kid A is Black and parents are middle class. Kid B is white and parents are wealthy. Keeping in mind that these are real people that I know, I would love for you to explain to me how Kid A’s Black parents are committing inequality against Kid B. That extra work is producing results. Particularly with math, outside of the true geniuses, the kids that put in the work get the results and the standardized tests are a measure of the work that is put in. It is not inequality. [/quote]

I think it's great for whoever wants to put in extra work outside school in math.  It seems like the parents have a lot to do with it; and when we generalize, which I think we have to in this situation, a lot of the kids who aren't doing the extra work aren't doing it because their parents are poor and struggling.  How many kids of their own volition would rather do Khan Academy?  It's mostly parental push.  Plus, shouldn't the school teach the accelerated math?  Taking the course should be enough, right? [/quote]

Not to mention, my kids (and DH and I) are like Kid A but we’ve been taking our queues for how hard to push from teachers who consistently told me DS was doing great in compacted math. DC got As and special shout outs for doing great in math. I took them at their word and yet my child’s MAP score isn’t 85 / 90th percentile. Now hearing that DC will be shut out of a track that will mean they are now essentially never going to make it in a science/math program in college. Wow, if only someone had said that despite all of the accolades from teachers my child was actually underachieving and can’t move to compacted math 5/6.

This is not right and not acceptable. I know I’m not alone. And I’m so sick of the smugness on this thread. It’s exactly why this pathetic system perpetuates. Some of you get off on it.[/quote]

Your all-or-nothing thinking really is not going to help your kid. Really? Your kid is going to take math in the “regular” track and get AP calc senior year, and this is a failure that will mean he or she will never get into a strong college program? Get a grip. This is not the end of the world. [/quote]

Is your kid "regular track"? Of course not. So stop it with your ludicrous sanctimony. [/quote]

Yes, my kid is, or at least I presume so based on this thread. Mine is in the 85th MAP percentile so will not be in compacted next year. [/quote]

They aren't going to kick your kid out of compacted math.  It may impact which math they take in middle school and they may only be allowed AIM/pre algebra instead of Algebra but they will be fine taking Algebra in 7th.[/quote]

OMG, PP.  MCPS is saying that they are going to kick children out of compacted math who don´t meet the stats.  It may not come to pass, but it is not for the lack of MCPS trying.  Now this parent has to do a ¨thing¨ to keep their student where theyŕe at because they perform less well than expected on MAP-M.  Maybe they will say that principals have discretion and can save certain kids, but where do they draw principaled lines?[/quote]

That poster can work with her kid.  Its up to the principal and completely subjective.[/quote]

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