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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I am a little curious as to the difference between the various MCPS percentiles across different schools.  My kid had a 97% quantitative national, but 81% percentile coming from what I think is a relatively low FARMS rate elementary school.  Is there anyone at a high FARMS rate elementary school that also had a 97% quantitative on the national scale that would be willing to share their MCPS percentile?  [/quote]

So you are expecting the MCPS percentiles to be different depending on what school the child attends? That isn’t how this works.[/quote]

That is how it works, actually, as of last year. For CES kids, I'm not 100% sure whether it is "home school" or CES school, but yes, your MCPS percentile will be different depending on the poverty rate at one of the two. [/quote]

My letter states, “...your child is being compared to MCPS students for the MCPS percentile and compared to students nationally for the national percentile.”
Is there another source of info where it indicates that the “MCPS students” mentioned are only those MCPS students at his/her home school?[/quote]

Copying this from the other thread, since I don't have my child's letter on hand.

"National norms are designed to compare and rank test takers in relation to one another based on those who took
the test nationally. Local norms are designed to compare and rank test takers in relation to one another based on
those who took the test locally – within MCPS. Local norming provides information about students in relation
to their academic peer groups in MCPS. MCPS CogAT percentiles are locally normed percentiles established
based on the three sections of the CogAT. Gifted and talented experts recommend the use of local norms as an
equitable approach to ensure equity and access in identification of students for program access. Additionally,
the current draft of Gifted and Talented Definitions from the Maryland State Department of Education includes
the use of local norms as part of its gifted and talented identification process. The socioeconomic status of
elementary schools was used to determine the locally normed score on the CogAT (MCPS Percentiles).[b] In
establishing MCPS Percentiles, students in schools with minimal poverty were compared to one another,
students in schools with moderate poverty were compared to each other, and students from schools highly
impacted by poverty were compared to each other."[/b][/quote]

That detailed info is not in the letter for people accepted to the program.[/quote]

PP here who initially said 'that's not how it works'. I stand corrected. However, I believe the letter sent out yesterday is misleading because it does not include this info (in the paragraph above) about what 'MCPS %ile' actually means. Without going to the FAQ, I would have simply taken this to mean that it's the percentile related to the MCPS-wide body of test-takers. And I didn't think I really had to go to any FAQs--it seemed straightforward if you read it on face value. 
Even this, in the following FAQ(#5), implies my first (incorrect) reading of what MCPS means:
"Two percentiles are presented for your student; the MCPS percentile compares your student with other MCPS Grade 5 students who took the CogAT, and the national percentile compares your student with other Grade 5 students nationally who took the CogAT."... https://www.montgomeryschoolsmd.org/uploadedFiles/curriculum/specialprograms/middle/FAQs%202020.pdf

For me, I wonder how the CES is factored in. I assume the presence of a CES, as well the CES's being in a higher SES grouping, contributes to my child's "MCPS" scores being noticeably below the national % (for example, his Q scores are 96%mcps and 99% national).

Many congratulations to those whose children are admitted. For those whose were rejected, fingers crossed that your child can get the enriched classes in their home schools.[/quote]

Your assumption is incorrect. Consider your child’s home ES. Consider their SES (high, low, or moderate). That is what MCPS uses to adjust the scores. Keep in mind that an MCPS-wide score, even if adjusted for SES, is just looking at the kids who were actually tested on the CoGAT. A large number were never even assessed by the CoGAT.[/quote]

So if my DC's home ES also has a CES, how, using your explanation, does MCPS sort this out? CES children's results are not mapped to that CES?..rather, they are mapped to their home ES instead? I'll see if the other thread quoted by PP above has any updates. My main concern is whether my DC's relatively lower %iles this time round are what it appears, or if it is just a matter of higher baselines (or whatever the technical term is). [/quote]

The thing that makes sense is grouping students based on the MS they would be attending, because that's their natural cohort.  If the actual breakdown is less granular that would also make sense, e.g. the MS are grouped into broader categories.  But the students at the CES are not the cohort, except when they come from the same MS pyramid.  Norms make more sense the more individuals there are to compare, so calculating for each ES doesn't seem appropriate--a small ES may have had fewer than 30 students screened.[/quote]

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