Reply to 2019 AAP Results

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]It sounds like there is an over reliance on the teacher’s observations, which is so subjective.  Why bother with the tests if they don’t count for anything?[/quote]

Agree, especially when a child’s teacher assignment is random. Some teachers seem to put a lot more effort into tracking a child’s particular noteworthy moments throughout the year. [/quote]

[b]With all the ridiculous test prepping that goes on, it’s no wonder they are relying more and more on teacher observations. It’s the test results that have become unreliable.[/b] [/quote]

THIS.[/quote]

Test prepping can only bump up the score so much.  So many of the kids being rejected are well above the cutoff.  No reasonable person can conclude that this child who would otherwise get a 100 on the test got a 140 through prep.

The problem with relying on teachers is that they’ll have their own bias.  How likely are they to choose a bright kid who is outgoing and participates in class  consistently, over a bright kid who is shy and afraid to speak up?[/quote]

My DS is the quite kid who doesn't raise his hand. His teacher flat out told us that she knows he knows the answer and calls on him because she knows he will not volunteer and answer. If things go to pattern (we saw the same thing in day care, pre school, and kindergarten) we are hitting the time period where that is going to change. But his teacher knows that he is the quiet kid who is not going to raise his hand but knows the answer. So I know he is not being overlooked and we are trying to figure out of it simply his personality or a confidence thing. He is 6, so we are not exactly stressing. He is in pool based on his NNAT score. I have no reason to believe that he will not do well on the CogAT, we didn't prep for the NNAT. His GBRSs will be interesting.

As for the results this year, I would love to see the geographic break down on rejection and acceptance. Are some of the higher scores not accepted in areas where there are centers and local programs, indicating that there are more kids then potential spaces, and some of the more surprising lower scores in areas with a higher FARMs rate? I get that they say that there is no limit but the reality is we know how many seats there are at the centers and in the local programs.

And I do suspect that the test scores are discounted because they expect people to be prepping. And while a prepped 140 might be an unprepped 130, still very good, if the kid is not standing out in the classroom then we would expect that kid to be more borderline. [b]I almost think that the super high scores are viewed with greater suspicion then the kids scoring in the 120s and 130s. [/b]IT could be that the committee is looking at the GBRSs more seriously for the higher scores because they are worried about prepping.

But that is all rampant speculation.  [/quote]

+1. My guess is they are looking at the gap between high scores, GBRS,work samples and placement in advanced services. Each of these factors has strengths and weaknesses--the tests are standard but they are quirky and subject to inflation through prepping.  The GBRS is subjective.  Work samples and placement in advanced services might vary by school.   Parents of kids with high scores can appeal and take a WISC that can't be as easily prepped.  If the scores aren't artificially raised through extensive prepping then the WISC will reflect capacity more accurately. If parents know they prepped they might be less willing to take the WISC.  Also, everyone is saying the score can't go up more than a few points--this may be conventional wisdom but is it actually true?  Scores at 7 years old are very dynamic and it might be very well true that prepping could push someone up quite a bit. 
Parents with low GBRS scores might document evidence that addresses the low scores (e.g. introversion, ELL) and provide examples in their letters and in works that show capacity in areas deemed low.[/quote]

My kid got rejected last year with a 140 Cogat, excellent GBRS (3 consistent and 1 frequently with glowing commentary) and all 4s on his report card. He does have very bad handwriting and poor spelling. His work products weren't great. I did not submit anything because I assumed he would get in. Teacher submitted average at best work. DS was admitted on appeal. He produced 5 new work samples - 2 in school and 3 at home.

My older child was accepted into AAP previously from a different school and at our old school, there was an actual AAP specials class for all students to do creative problem solving. The school submitted very creative work samples and older DS was in first round despite lower scores. Older DS has neater handwriting.

I know handwriting shouldn't matter but my younger child's handwriting was borderline illegible. His work looked very sloppy.[/quote]

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