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Advanced Academic Programs (AAP)
Reply to "AAP Results 2023"
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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Who do some parents think test scores should be the most important factor in admissions? People here state that some kids do heavy prep (tutors) or are enrolled in academic extracurriculars which can “inflate” scores. My child did 1 practice test at home. Some of the verbal section questions seem knowledge based rather than measuring purely aptitude. Thus skewing towards kids who prep or are UMC. We are UMC but DC couldn’t identify some of the items on the practice verbal section (picture of a microscope and vocabulary that seemed advanced for a 2nd grader like paleontologist, appliance). DC used process of elimination but that only got down to 2 choices. I didn’t think it fair to prep DC on vocabulary just for the test. DC tested high on quantitative and nonverbal but average on verbal on the CogAT similar to the practice test results. CogAT Cumulative score was 137 which was not in pool for our high SES school. DC got in to LIV. To me, GBRS is a better reflection of the student than a test. 1st grade and 2nd grade teachers speak highly of DC’s motivation, work, and knowledge acquisition (quickly absorbs and comprehends new concepts). For example, DC took the initiative to write 10 chapters for an in-class book assignment when only 3 were required. I haven’t received the AAP submission packet so I can only assume GBRS was high. I don’t have a child in AAP yet but I assume a child who has a poor GBRS despite high test scores wouldn’t be disciplined or driven enough for AAP. To be clear, I don’t think my child is “gifted.” Based on the acronym Advanced Academic Program, I assume AAP is meant to be accelerated curriculum and not a Gifted program. [b]I also don’t believe being gifted is an indicator of success. I was identified as gifted as a child (high test results / IQ, was in gifted program in a different state) but am no more successful than my spouse who has a strong work ethic but was not identified gifted[/b].[/quote] No one has ever said that having a high IQ is an indicator of success - it can be but it can also be a hindrance. Decades ago, gifted programs were created in schools to 1) foster bright kids and improve the country and 2) engage bright kids and keep them from going off the rails and/or underachieving. Those are still valid reasons today but it isn't in fashion to admit it. [/quote] Yes, highly and profoundly gifted children can not bond with general Ed students due to the mental capacity gap, a kid with 150 IQ to a kid in general Ed of 100 IQ is just as different of a normal kid of 100 IQ to a severely mentally impacted kid of 50 IQ. Thus these highly and profoundly gifted kids need to be grouped separately not just for academic advancement but also for emotional and social engagements. They need friends that talk and think on the same level to build deep friendship, not just playmates. [/quote] And this is why many of these kids have behavior issues due to not able to fit in with general Ed classes. They are simply being frustrated with the kids and the teacher. Most general education teachers are simply feeding the information, they don’t like the kids to think from another perspective and argue with them…. Profoundly gifted kids are known to argue a lot, they just don’t take the information on the face value. [/quote] So the super special kids are unable to grasp the simplest behavioral rules and thus should be catered to? [/quote] The AAP kids should be smart enough to develop enough self control to not disrupt their classrooms. A certain amount of EQ is important in life and their parents should focus on that as well as their IQs. [/quote] So you're arguing that [b]gifted kids with disabilities like ADHD should be ineligible[/b] for AAP?[/quote]
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