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[quote=Anonymous][quote=Anonymous]
Why is this a mystery that this child wasn't admitted.  He had one score that was close, percentage-wise, to the cut off but was NOT at or above the cut off.  He had one score that was clearly not close to the cut off or mom would have posted about that.  So he has a single score that confirms he should be admitted.  It has been said 1000s of times before on these boards:  they are looking for at least 2 data points to point towards admission unless the kid has a very high WISC.

The poster says, "the central committee would override the feelings of the local committee (the ones who actually know the child) when the test scores are still very good."  Neither test score was good enough (in pool).  This denial makes perfect sense.  (If it didn't, then wouldn't the admission info. say that:  a) a high GBRS conquers all else; and/or b) good but not in pool scores are not so important if the GBRS is a 15 or higher.  That isn't what the admission info. says.)[/quote]

PP here with the rejected kid and later admitted on appeals:  Look, I'm an engineer and would be perfectly fine with a logical, quantitative system for admission, even if my own child didn't make it in.  If the standard were a high GBRS + in-pool scores or a high WISC, my kid would not be in (even after appeals), and that would be fine.  If kids under that threshold needed proof of working [b]substantially[/b] above grade level to get in, that would be fine.  The problem is that a LOT of kids with all scores lower than my kid and with classroom performance lower than my kid got in.  The AART at the school said that almost everyone gets in with a 120+ CogAT and school support.  Every kid in my neighborhood got in first round, most of them through parent referrals.  Some even had scores lower than 120.  Some of them weren't above grade level in math and/or reading.  All of them are bright, but none of them are academic superstars or gifted in any way.  Again, what is the committee seeing in those 10 seconds of glancing at work samples or parent letters to override the really meh test scores + the lack of advanced math or lack of advanced reading?   Is that difference actually a substantive one in the merits of the children, or does it have more to do with random luck in being reviewed by a more lenient committee?  And why is a 130 CogAT apparently viewed as being the same as a 120 or 115, but vastly different than a 132, even though the difference between a 130 and a 120 would be quite a few correct answers, whereas the difference between a 130 and 132 is one correct answer?

FWIW, my child is decidedly above average in the AAP classes, got pass advanced on the SOLs, is cruising through the AAP math, and is getting good scores on math olympiad.  A lot of the neighborhood kids are struggling with the math and didn't do very well on the SOLs.  I don't think my child is gifted, and the only reason I think my child "needs AAP" is that pretty much every child above the 90th percentile who is a good student seems to be in AAP - except the ones who are rejected for whatever non-transparent reasons.  I would be fine with AAP being much more exclusive, as long as all of the other bright but not gifted kids (like my kid) were sent back to base school along with my kid.  [/quote]

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