Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Yes, only provided national norms percentiles.

And ... what else do you want? If you want more, then go into the teacher and discuss the MAP scores. Ask them about the Class Growth Chart. It gives a district norm. I am not sure how much that will help you, though, if you're not satisfied with the national norm data. Certainly, no matter where you are located, it would be expected that an upper SES child would score better than a low SES child; however, beyond that you are splitting hairs if you expect that a "good school" will have a material effect on the outcome of a random test score. The trend data is going to be more important than anything else. Is your child showing continued improvement?

It’s not just SES. A good curriculum will cover content and knowledge and of course has an impact on the test scores. I’m not disputing growth trend is important but content knowledge is also absolutely important and directly tied to the curriculum.

Soooooo....you think your child's MAP score will somehow prove that your child's school isn't teaching grade level curriculum? Really? Why aren't you looking at the curriculum framework for the content area? Why haven't you gone in to talk to the teacher and/or principal about your concerns? Your child's performance on the MAP doesn't prove anything. A careful evaluation of the curriculum, the resources provided, the materials used in class, etc., all relate to the development of content knowledge in a child. One child's performance on the MAP does not.

This is BS. Parents rely on the school to teach appropriate content knowledge in the curriculum. They should not have to research all this.

The MAP distribution at a school absolutely is an indicator if the curriculum is appropriate with content knowledge. If the bell shape curve skews way to the left at a school then the kids don’t have adequate content knowledge for their grade. School data should absolutely be shared with parents.

Furthermore, as a parent, they can look at the school distribution to see relatively where their child stands. If majority of school in the bell shape curve is between 60-80% and your child is 30-40% then that is a flag of some learning issue or deficicency,

This.


And the last thing I want to see is a 60% tile nationally and a 90%tile at a school. = poor instruction school or curriculum

Likewise, as pP said, 60tile nationally and 40% at school = kid is behind, needs help from the school.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Yes, only provided national norms percentiles.

And ... what else do you want? If you want more, then go into the teacher and discuss the MAP scores. Ask them about the Class Growth Chart. It gives a district norm. I am not sure how much that will help you, though, if you're not satisfied with the national norm data. Certainly, no matter where you are located, it would be expected that an upper SES child would score better than a low SES child; however, beyond that you are splitting hairs if you expect that a "good school" will have a material effect on the outcome of a random test score. The trend data is going to be more important than anything else. Is your child showing continued improvement?

It’s not just SES. A good curriculum will cover content and knowledge and of course has an impact on the test scores. I’m not disputing growth trend is important but content knowledge is also absolutely important and directly tied to the curriculum.

Soooooo....you think your child's MAP score will somehow prove that your child's school isn't teaching grade level curriculum? Really? Why aren't you looking at the curriculum framework for the content area? Why haven't you gone in to talk to the teacher and/or principal about your concerns? Your child's performance on the MAP doesn't prove anything. A careful evaluation of the curriculum, the resources provided, the materials used in class, etc., all relate to the development of content knowledge in a child. One child's performance on the MAP does not.

This is BS. Parents rely on the school to teach appropriate content knowledge in the curriculum. They should not have to research all this.

The MAP distribution at a school absolutely is an indicator if the curriculum is appropriate with content knowledge. If the bell shape curve skews way to the left at a school then the kids don’t have adequate content knowledge for their grade. School data should absolutely be shared with parents.

Furthermore, as a parent, they can look at the school distribution to see relatively where their child stands. If majority of school in the bell shape curve is between 60-80% and your child is 30-40% then that is a flag of some learning issue or deficicency,

[quote=Anonymous][quote=Anonymous]I would say if your child is above 50th percentile. Most kids in good private or public schools test in the 50th-80th percentile [/quote]

If national average test-takers?

I would guess this area is a barbell of kids 80 percentile and up and then the unproficient 20-60 percentile ones.

Our kid ES teaches 1-3 grade levels ahead so if a kid has a bad test more than once it’s get flagged to see where the struggling is. Could be test anxiety, could be dyslexia, could be lack of numerical fluency. [/quote]

It isn’t. Most kids even at private schools, unless at the private schools that are highly selective and you have to test into, are very average or slightly above average.

DC typically scored well above the 99% for math and usually 96%-98% for reading. We weren't in Arlington or Bethesda, just plain old Silver Spring.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Yes, only provided national norms percentiles.

And ... what else do you want? If you want more, then go into the teacher and discuss the MAP scores. Ask them about the Class Growth Chart. It gives a district norm. I am not sure how much that will help you, though, if you're not satisfied with the national norm data. Certainly, no matter where you are located, it would be expected that an upper SES child would score better than a low SES child; however, beyond that you are splitting hairs if you expect that a "good school" will have a material effect on the outcome of a random test score. The trend data is going to be more important than anything else. Is your child showing continued improvement?

It’s not just SES. A good curriculum will cover content and knowledge and of course has an impact on the test scores. I’m not disputing growth trend is important but content knowledge is also absolutely important and directly tied to the curriculum.

Soooooo....you think your child's MAP score will somehow prove that your child's school isn't teaching grade level curriculum? Really? Why aren't you looking at the curriculum framework for the content area? Why haven't you gone in to talk to the teacher and/or principal about your concerns? Your child's performance on the MAP doesn't prove anything. A careful evaluation of the curriculum, the resources provided, the materials used in class, etc., all relate to the development of content knowledge in a child. One child's performance on the MAP does not.

That’s why looking at the distribution of scores and percentiles by school and grade, versus national averages helps eliminate noise.
The school has this info, it’s just not sharing it with parents.
The test can absolutely be used to flag potential learning differences, issues, gap between knowledge and performance. Especially if there arent other objective tests done throughout the year.

[quote=Anonymous]I would say if your child is above 50th percentile. Most kids in good private or public schools test in the 50th-80th percentile [/quote]

If national average test-takers?

I would guess this area is a barbell of kids 80 percentile and up and then the unproficient 20-60 percentile ones.

Our kid ES teaches 1-3 grade levels ahead so if a kid has a bad test more than once it’s get flagged to see where the struggling is. Could be test anxiety, could be dyslexia, could be lack of numerical fluency.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Yes, only provided national norms percentiles.

And ... what else do you want? If you want more, then go into the teacher and discuss the MAP scores. Ask them about the Class Growth Chart. It gives a district norm. I am not sure how much that will help you, though, if you're not satisfied with the national norm data. Certainly, no matter where you are located, it would be expected that an upper SES child would score better than a low SES child; however, beyond that you are splitting hairs if you expect that a "good school" will have a material effect on the outcome of a random test score. The trend data is going to be more important than anything else. Is your child showing continued improvement?

It’s not just SES. A good curriculum will cover content and knowledge and of course has an impact on the test scores. I’m not disputing growth trend is important but content knowledge is also absolutely important and directly tied to the curriculum.

Soooooo....you think your child's MAP score will somehow prove that your child's school isn't teaching grade level curriculum? Really? Why aren't you looking at the curriculum framework for the content area? Why haven't you gone in to talk to the teacher and/or principal about your concerns? Your child's performance on the MAP doesn't prove anything. A careful evaluation of the curriculum, the resources provided, the materials used in class, etc., all relate to the development of content knowledge in a child. One child's performance on the MAP does not.

I would say if your child is above 50th percentile. Most kids in good private or public schools test in the 50th-80th percentile

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Yes, only provided national norms percentiles.

And ... what else do you want? If you want more, then go into the teacher and discuss the MAP scores. Ask them about the Class Growth Chart. It gives a district norm. I am not sure how much that will help you, though, if you're not satisfied with the national norm data. Certainly, no matter where you are located, it would be expected that an upper SES child would score better than a low SES child; however, beyond that you are splitting hairs if you expect that a "good school" will have a material effect on the outcome of a random test score. The trend data is going to be more important than anything else. Is your child showing continued improvement?

It’s not just SES. A good curriculum will cover content and knowledge and of course has an impact on the test scores. I’m not disputing growth trend is important but content knowledge is also absolutely important and directly tied to the curriculum.

Anonymous wrote:

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Yes, only provided national norms percentiles.

And ... what else do you want? If you want more, then go into the teacher and discuss the MAP scores. Ask them about the Class Growth Chart. It gives a district norm. I am not sure how much that will help you, though, if you're not satisfied with the national norm data. Certainly, no matter where you are located, it would be expected that an upper SES child would score better than a low SES child; however, beyond that you are splitting hairs if you expect that a "good school" will have a material effect on the outcome of a random test score. The trend data is going to be more important than anything else. Is your child showing continued improvement?

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Yes, only provided national norms percentiles.

Anonymous wrote:Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

Unless the school provides their own numbers, the norm tables you will find on the internet are national norms.
In the DC area, UMC populations score higher on average compared to national numbers.

Are the percentages across the board or for the school internally? Is your kid 75th percentile nationwide or within X School?

In this area, if your kid is below the 75th percentile (look up the RIT norms online, even if they're a bit outdated), they need a little help, OP. MAPs are based on knowledge. A low MAP means not enough exposure and practice in basic school knowledge. For math, it's easy, you just work on math concepts. For reading, it's more about reading comprehension, which cannot be prepared at the last minute - the child has to read well and interpret, draw inferences and define vocabulary in context.

What percentiles are common around here? Arlington, Bethesda, private schools that do MAP not ERBs.

Trying to understand if we have a bad fit school, curriculum, teacher, or need LD testing. School isn’t saying anything.