Anonymous wrote:Everyone should be supplementing outside of school. School only provides respite so parents can go to work. It's not a replacement for parenting.

Supplementing is parenting now? Okay troll…

Everyone should be supplementing outside of school. School only provides respite so parents can go to work. It's not a replacement for parenting.

Does a 98% score mean we should really be supplementing outside of school?

My kid was at 99% in K and has been slowly coming down in percentile while the number goes up a little bit every test. Shes learning something, mostly new techniques how to solve problems she could already solve. Classmates are catching up on content and we are not advancing her outside of class. She is not gifted in math, just curious, not scared of it and with a good memory.

I’m jealous you got the score report… still waiting for my now rising 3rd grader’s

But don’t sweat the scores unless the teacher said they’re concerned…

The MAP is an adaptive test that measures math achievement. The first time a student takes the assessment, it starts at or just below grade level and adapts up or down based on how the student answers questions. The subsequent times the student takes the level of the questions is based on how the student scored the previous time.

If your student's scores are flat they are likely not learning a lot of new content, most likely because they came in already knowing much of the content being taught.

Anonymous wrote:As a test administrator I have seen kids rush through the test so they can chill and doodle on their scratch paper. It’s just one data point.

This!! My kids scores vary so much. Once it was a 59% after a 92%, then next test 94%. I reached out with the teacher after the huge drop, and she pretty much described my kid rushed through the test in like 15 minutes and she wasn’t shocked at all by the score. Also not concerned at all about my kid.

As a test administrator I have seen kids rush through the test so they can chill and doodle on their scratch paper. It’s just one data point.

The test only measures what a student has been exposed to. It is not an aptitude test.

In 2nd grade, teachers do not want to stress kids out by telling them that the test is important.

Kids sometimes are distracted and don’t realize the importance of the tests. It’s not uncommon. Your kid didn’t go from 90th to 60th.

Eh, my kid was sad one day when our pet was missing and bombed the MAP-went from the 90th to the 60th percentile.

Normal, don't worry about it.

You are correct that this shows she didn’t learn anything this school year- or that she doesn’t pay attention to tests!

I would be concerned about the flat scores and try to determine what’s happening. Most kids go up around 10 points a year.

(Or maybe it was MAP-P? Whatever the math MAP test is for 2nd graders.)

Trying to wrap my mind around MAP-M testing. Does it attempt to measure aptitude/any inherent qualities of the child's math talents and capacity? Or is it just simply a measure of what math concepts they have been taught and have mastered?

My kid's MAP-M scores in 2nd grade were 193/197/194, falling from 92nd percentile to 63rd percentile. (In K and 1st she was in the 70th-85th percentile range.) Should we read anything into this regarding her math skills and abilities for the future?

Or are these test results basically just indicating that she didn't learn much in math in 2nd grade, which I suppose makes sense if she was above grade level to start and already knew most of what they teach in 2nd grade? (We don't do any kind of "supplementing" at home.) Her report cards said she got enrichment in math, but maybe there wasn't actually much of it or it wasn't very effective?