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Advanced Academic Programs (AAP)
Reply to "should you prep for iq tests?"
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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]I never said that this was for AAP. As a matter of fact, I am sure my child has very high IQ. The point is, what is the effect of prepping, and is it worth doing it if people in your area are doing it. My child is in AAP, and unfortunately AAP is a bit slow for child's pace. So far it is the best the child has been in, and from what I gather from teachers and counselors in the area, it is as good as it gets in NOVA. Many private schools will either not accelerate enough, or will only want to deal with 'model' children. That makes public school a better choice, because it helps relax the child. As per more acceleration, I don't know if I want to push the child further, or just leave the child alone. An IQ test may help me make that decision, and if I want to compare my kid to others who have been accelerated, I want to compare them using the same standard, so I can make an informed decision. So if little Johny and little Lucy got 155s on their IQ tests and thrived in an accelerated environment, but also prepped for the IQ tests, and my child got a 145, but did not prep, can I use Johny and Lucy as comparisons? Would my child get to go from a 145 to a 155 with prepping, or little Johny and little Lucy were going to get that score regardless of their prepping? This is a practical question, not an ethical one. I'm not sure why so many of you are so worried with other people 'gaming' the system. Only one poster asked: Why do you need to know? Most of the rest of you jumped and pointed fingers. [/quote] OP. Valid question. You should be comparing your child to Johny and Lucy. My personal belief is that while intelligence is innate, success is a result of training and practice. Because of that belief, I don't care to test or want to know my child's IQ. I can determine their limits based on my personal observation. I don't need an uninterested psychologist telling me what that number. Even if I know, how does that translate into math or other ability? What's the practical use of this number called IQ? Applying that to the context of FCPS, if the school wants to "test" my child, I will prep to make sure my child gets past the established benchmark. So hypothetically, if the cut-off was 150 and my child scored 151, I'm good. Maybe my child would have scored only 145 unprepared and not made the cut but since my personal belief system emphasizes effort over innate intelligence, I don't spend much time pondering those what-ifs. If others feel that I'm "gaming" or "cheating" that's their prerogative and a lot of people on DCUM certainly exercise their prerogatives :-). If my child does not do well in this new environment because they do not belong there, i will move them down to the appropriate level but I will determine when and why, not some school administrator. [/quote][/quote] You have very good points, and a viewpoint that I had not completely considered. thanks!. :) [/quote] The premise is flawed, though. In FCPS, IQ is not measured (CogAT is not an IQ test). And there are no cutoffs (except for in-pool, which is meaningless). There are almost as many parental referred kids has in pool. I would argue if you have to prep to make it in, you probably do not belong. Why? Well, that means you 1) did not score well on the tests, and 2) did not demonstrate gifted behavior in the class room. The FCPS process is designed to be inclusive. My DD was admitted with CogAT's 10 points below benchmark. But, she demonstrated advanced analytical capacity (in language and math). It was not until high school that we discovered what is going on: ADD and ASD (mild). Her bench mark in a neuropsych test was all over the place. But showed analytical and verbal in the 99.9th percent. But, the working memory was in the 20th percent. Pre Aderall, her PSAT scores were the equivelent of 1150. With Aderall, she was up 300 points. [/quote]
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