Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child has always scored high (upper 90s perentile) without enrichment. Just seems to "get" math in a way I never did as a kid. I don't think it's necessary to get enrichment to do well.

OP here - I’m taking upper 99th percentile here. Specifically, 272 in 5th grade.

Awesome score, Op! Congrats to your DC.

My DS took a similar leap in 5th grade. He‘s very analytical and was sometimes able to make educated guesses even though he hadn’t been exposed to the skill. I assume most kids stop trying when they reach the point in the exam where the material doesn’t look familiar.

Celebrate with DC, but also prepare them for the possibility that their score will drop in the spring ( and that it’s not a big deal). When your DC takes the test in the spring, it will assume they know math at a 272 level, and the questions will be very difficult from the start.

I'm going to respectfully disagree on this. If your DC did nothing to achieve it, as they really shouldn't, then why 'celebrate it'. I can say from experience that this sometimes sets kids up for failure when they are taking a rigorous course and don't automatically get it. I wouldn't praise nor would I worry if a score is high or low. Let the number inform what classes you advocate that they take, but leave the kids out of the test score admiration. This leads to kids measuring their worth by grades, fosters anxiety and grade grubbing at all cost.

What an utterly wrong application of the "reward effort" philosophy. We consciously reward effort, but we also celebrate high scores on MAP or other events, because it does mean our kid paid attention in that topic for the past several years, and applied themselves the day of the test. There is, actually, effort involved, even if to you it seems invisible, or negligible.

What a cold, unfeeling parent you must be to your kids.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child has always scored high (upper 90s perentile) without enrichment. Just seems to "get" math in a way I never did as a kid. I don't think it's necessary to get enrichment to do well.

OP here - I’m taking upper 99th percentile here. Specifically, 272 in 5th grade.

Awesome score, Op! Congrats to your DC.

My DS took a similar leap in 5th grade. He‘s very analytical and was sometimes able to make educated guesses even though he hadn’t been exposed to the skill. I assume most kids stop trying when they reach the point in the exam where the material doesn’t look familiar.

Celebrate with DC, but also prepare them for the possibility that their score will drop in the spring ( and that it’s not a big deal). When your DC takes the test in the spring, it will assume they know math at a 272 level, and the questions will be very difficult from the start.

I'm going to respectfully disagree on this. If your DC did nothing to achieve it, as they really shouldn't, then why 'celebrate it'. I can say from experience that this sometimes sets kids up for failure when they are taking a rigorous course and don't automatically get it. I wouldn't praise nor would I worry if a score is high or low. Let the number inform what classes you advocate that they take, but leave the kids out of the test score admiration. This leads to kids measuring their worth by grades, fosters anxiety and grade grubbing at all cost.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My child has always scored high (upper 90s perentile) without enrichment. Just seems to "get" math in a way I never did as a kid. I don't think it's necessary to get enrichment to do well.

OP here - I’m taking upper 99th percentile here. Specifically, 272 in 5th grade.

Awesome score, Op! Congrats to your DC.

My DS took a similar leap in 5th grade. He‘s very analytical and was sometimes able to make educated guesses even though he hadn’t been exposed to the skill. I assume most kids stop trying when they reach the point in the exam where the material doesn’t look familiar.

Celebrate with DC, but also prepare them for the possibility that their score will drop in the spring ( and that it’s not a big deal). When your DC takes the test in the spring, it will assume they know math at a 272 level, and the questions will be very difficult from the start.

Most high-scoring kids also get a 10-15 point drop at the start of 6th since it's a different test.

Anonymous wrote:

Anonymous wrote:My child has always scored high (upper 90s perentile) without enrichment. Just seems to "get" math in a way I never did as a kid. I don't think it's necessary to get enrichment to do well.

OP here - I’m taking upper 99th percentile here. Specifically, 272 in 5th grade.

Awesome score, Op! Congrats to your DC.

My DS took a similar leap in 5th grade. He‘s very analytical and was sometimes able to make educated guesses even though he hadn’t been exposed to the skill. I assume most kids stop trying when they reach the point in the exam where the material doesn’t look familiar.

Celebrate with DC, but also prepare them for the possibility that their score will drop in the spring ( and that it’s not a big deal). When your DC takes the test in the spring, it will assume they know math at a 272 level, and the questions will be very difficult from the start.

It's possible, if the student is good at figuring things out from context clues, and perhaps lives with older siblings and parents who talk about math. This was my DD's situation - she's never scored below the 99th percentile for MAP. She was placed in Algebra I in 6th.

Just for fun, DH and DD watched Khan Academy videos and explored algebra and geometry concepts together the summer before 7th grade. Then she took the 7th grade MAP test and reported that despite scoring in the 280s, there were few advanced concepts on the test, except I believe some imaginary numbers. But since this is an adaptive test, perhaps she didn't reach that level where she would have been asked for others? There was some algebra and geometry, of course. Please note that the secondary school MAP-M is rumored to have a max score in the 350 range, although the exact number is not publicly known. Don't know about the MAP-R.

Make of that what you will. I think the most important lesson here is to think of it as a game. My kids always wanted to "beat their own score", just like for a video game.

My kid took the MAP test at about 5.5 years old. She was in a K at a center, but they administered it anyway.

Got 178 in vocabulary, 177 in literature/informational, 144 for language/writing, and because they didn’t teach phonics, for 126 there. (She’s doing way better in that this year). 154 overall due to the low phonics score.

Math was 179 overall. Subtest scores ranged from 170-186.

So yes — some kids can score well above what they’ve been taught. Phonics had to be taught to her to get it, but the rest was from innate ability.

All dcummers are 99th percentile.. always

One of my kids scored around 250 at age 8 and in the high 270s in 5th. When they got to 6th their score jumped to the 280s. Since we're not in Potomac, Algebra in 6th wasn't an option. I think they mostly just like math. Anyway, at least 2-3 times there was a big jump in their score like 25-30 points. I'm not sure why to be honest.

Anonymous wrote:Some schools allow kids to start algebra in 6th.

I have no interest in him being that accelerated. He’s always been good at math - around 99th percentile, but I was very surprised at this jump. He was in the 240s last time and I have other children who are strong in math but they’ve never had a huge jump like this — I was just wondering if his teacher was doing something different, if 5/6 was different this year etc. It has also crossed my mind that the test glitched, to be frank.

My son is in 5/6 and routinely scores in high 80s percentiles. I'm not sure you universally get a wicked high MAP just because of the exposure -- definitely requires a command of the fundamentals, which can be tough with the pace of 5/6.

Anonymous wrote:

Anonymous wrote:My child has always scored high (upper 90s perentile) without enrichment. Just seems to "get" math in a way I never did as a kid. I don't think it's necessary to get enrichment to do well.

OP here - I’m taking upper 99th percentile here. Specifically, 272 in 5th grade.

So you are proving the point. No, that’s not a normal score even for a kid in 5/6. Your kid just gets it.

Some schools allow kids to start algebra in 6th.

Anonymous wrote:My child has always scored high (upper 90s perentile) without enrichment. Just seems to "get" math in a way I never did as a kid. I don't think it's necessary to get enrichment to do well.

OP here - I’m taking upper 99th percentile here. Specifically, 272 in 5th grade.

My child has always scored high (upper 90s perentile) without enrichment. Just seems to "get" math in a way I never did as a kid. I don't think it's necessary to get enrichment to do well.

I keep reading here that really high scores in MAP are only possible because the kid is exposed to material outside of class. What if they are in 5/6 math? Does that typically give them sufficient exposure? Just asking because my kid just got a very high MAPM score (and a huge jump from last time) and I’m unsure how/why. He doesn’t do any math out of class.