Reply to How common is a math or reading MAP score at the 99th percentile in this area?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]
My CES 5th grader has always tested inside the 99th percentile (latest was 262 for math and 250 for reading), but  did not win the lottery to get into the magnet middle school. We plan on enriching the home school curriculum ourselves and seeing what new hobbies she'd like to take up.

I have another child who is 2e and he always tests around the 97th-98th percentile (but he takes days to complete his testing).  Since I know exactly how good their understanding is for each of them, I have come to realize that there is a significant difference between the 97th-98th band and scoring within the 99th band: the extreme percentiles have a lot of spread in cognitive thinking. It isn't the same spread as the one between the 50th vs the 51st percentile range, for example.

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Hm. I have two very different kids who both score in the 99th and of also say that there seems to be a big spread but actually it’s all about my own biases. The kid who sounds less articulate than the other is actually the higher scorer. I’d guess it’s the same in your kids case.[/quote]

PP you replied to. In our case, my daughter definitely has more abilities than her brother, or myself, really. It's rather obvious in our day-to-day interactions.[/quote]

I have two kids with IQ scores at 140+.  They are entirely different.  BUT, while they are both gifted, only DC1 appears to others to be gifted.  This is because DC1 presents in the "traditional" way -- highly verbal, a follower of rules, poised enough to talk to adults, and an accumulator of facts.  So, because she knows so many factoids and is willing to insert them appropriately into conversations with adults, she appears gifted.

DC2, has a language disability, does not accumulate a lot of facts, at least not in fields or ways that are of interest in conversation with strangers (adult or child).  DC2 has ADHD Inattentive and doesn't always follow rules, has difficulty breaking down complex tasks and is a slow processor, so to teachers he appears lazy and unmotivated.  In fact, DC2 is far more gifted in a way than DC1 -- DC2 can see the whole forest, take in complex scientific ideas and manipulate them to come up with brilliant, novel ways of solving problems or new questions to explore.   DC1 basically spits back a vast ocean of facts but does not have the same critical ability, although DC1's analytical ability is far above same age peers.

This is not a humble brag.  I say this to illustrate that even parents can overlook a bright child's abilities.  Bright kids often hide their abilities from others because they recognize that to display them is either not socially appropriate or will only result in more work & higher expectations on boring matters.  TBH, I did not really recognize DC2's giftedness until the educational advocate pulled us aside and advised us to apply him to a magnet program, and some relatives who are PhD scientists also commented.  Once DC2 was medicated for ADHD Inattentive and got necessary accommodations, he was able to display his brain power in more traditional ways.

You cannot evaluate a 2E child in the same way as a non-2E child.  Speed of processing does not equate to ability/intelligence, that is why a psychologist will compute a GAI (which leaves out processing speed) instead of a FSIQ on IQ testing.  [/quote]

Thank you. I am the PP who said that my child who “presents” as less advanced actually scores higher. He doesn’t have a diagnosis but doesn’t have the executive functioning of his brother or the ability to speak confidently with adults. But I’m slowly realizing I’ve overlooked just how his brain works because he presents differently than my older child. [/quote]

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