Anonymous wrote:My kid got a 9E, but it's not really reflective of teacher comments. She got her highest score in verbal, a slight drop in non-verbal and a lower quant score (still about 95th percentile, just not above 99th like the other two). Her report card comments from teachers state that she is particularly strong in math. The Cogat report is so strange in that it goes on and on about how to deal with her weakness in quantitative skills. I suspect that she was just distracted or tired for that section.

IIRC the 9E report suggests that as a strong possibility for kids getting that profile.

Per the AAP website, the committee is supposed to look at everything about the kid, so if the teacher says she's strong in math and the test scores show a potential weakness, they'd probably come to the same conclusion as you that something funny happened that day.

My kid got a 9E, but it's not really reflective of teacher comments. She got her highest score in verbal, a slight drop in non-verbal and a lower quant score (still about 95th percentile, just not above 99th like the other two). Her report card comments from teachers state that she is particularly strong in math. The Cogat report is so strange in that it goes on and on about how to deal with her weakness in quantitative skills. I suspect that she was just distracted or tired for that section.

No idea.

My oldest kid got in with a 9E (I forget the exact wording, just that the strength was quant and the weakness was non-verbal). E means error - her quant was so much higher than her non-verbal the automated system flagged an issue. But the reality is that's how she actually is. And she's thrived in full-time AAP.

Does a COGat profile score matter? Like a 9A vs 9CV. Are they considered by the committee? Or only the score matters?