Anonymous wrote:

Anonymous wrote:Typically, kids with high MAP-R have decent (if not great) MAP-M. MAP-R is a hard test. Kids that are really into Math (and yes, prep), can get really high MAP-M scores. It is really hard to prep for MAP-R; its a function of comprehension and reading habits developed over years. Bunch of text out there describing this phenomenon.

So if RMIB is looking at MAP-R specifically, it does make sense given the holistic nature of the program. Its also a good indicator that the kids have high probability of having good enough MAP-M to be successful in STEM based portion of IB as well.

Do you have any links about this phenomenon? I find this very interesting. My daughter went from 7th grade fall map r of 253, winter 257, and spring 261. And then in fall of 8th, she dropped back to 252. In winter of 8th, she got a 247. She never did prepare for it but I don't understand how she could have had such a huge comprehension decrease like that.

Very normal. Still all good scores. The test changes.

Anonymous wrote:We are at TPMS magnet and so far have only heard of 5 invited, though we certainly haven't talked to everyone.

You’ll find out at the accepted student night. Please report back.

Anonymous wrote:Sorry, that's 5 invited to Blair SMCS. Not sure about RMIB.

That is an unusually small number. I would suspect there are a lot more, but maybe kids are just not talking about it.

Sorry, that's 5 invited to Blair SMCS. Not sure about RMIB.

We are at TPMS magnet and so far have only heard of 5 invited, though we certainly haven't talked to everyone.

Does anyone with kids in TPMS magnet know how this cohort did in terms of acceptance into SMCS and RMIB? This is the first year after the MS selection process changed. Prior to this, TPMS sent the biggest contigent of students to the SMCS magnet so curios if that trend has continued or whether TPMS magnet now looks like the other performing potomac/bethesda middle schools.

Anonymous wrote:I have no idea about the MAP R or MAP M situation, but every year, Blair outpaces RM in NMSF- which is based on PSAT scores. To calculate PSAT scores, the English section is doubled. So that ultimately means, more of the top kids (in either math or English) Still go to Blair.

This. It's actually been the same for decades.

I have no idea about the MAP R or MAP M situation, but every year, Blair outpaces RM in NMSF- which is based on PSAT scores. To calculate PSAT scores, the English section is doubled. So that ultimately means, more of the top kids (in either math or English) Still go to Blair.

Anonymous wrote:

Anonymous wrote:Typically, kids with high MAP-R have decent (if not great) MAP-M. MAP-R is a hard test. Kids that are really into Math (and yes, prep), can get really high MAP-M scores. It is really hard to prep for MAP-R; its a function of comprehension and reading habits developed over years. Bunch of text out there describing this phenomenon.

So if RMIB is looking at MAP-R specifically, it does make sense given the holistic nature of the program. Its also a good indicator that the kids have high probability of having good enough MAP-M to be successful in STEM based portion of IB as well.

Do you have any links about this phenomenon? I find this very interesting. My daughter went from 7th grade fall map r of 253, winter 257, and spring 261. And then in fall of 8th, she dropped back to 252. In winter of 8th, she got a 247. She never did prepare for it but I don't understand how she could have had such a huge comprehension decrease like that.

Because the test content is arbitrary. The test isn't even designed for scores above 230 (250 math).

Anonymous wrote:

Anonymous wrote:

You may be right! Another option that came to my mind was that essay matters more than we think.

Makes it even weirder for me that she was not even waitlisted or “wait pooled” for Blair, just straight “not selected”… as I said, she didn’t even want to go all that much, but as someone previously involved in selection / admissions, the logic escapes me. Especially since Blair likely skews boys (so she should have an advantage) and RMIB skews even or girls (so she should be at a disadvantage).

If your child doesn’t wanna go to Blair and she was not selected, then you need to let it go and just chill. No need to overanalyze it. Also, your confusion had been addressed in previous posts; i.e. your child’s MAP scores are not Blair magnet material.

DP, but this is not a good enough answer. First, 260+ can be accepted to Blair (see other threads). Second, it sounds like their child’s reading score were not great either, so it’s not “over-analyzing”. Third, no-one’s child should be called “material”.

Anonymous wrote:

Anonymous wrote:Typically, kids with high MAP-R have decent (if not great) MAP-M. MAP-R is a hard test. Kids that are really into Math (and yes, prep), can get really high MAP-M scores. It is really hard to prep for MAP-R; its a function of comprehension and reading habits developed over years. Bunch of text out there describing this phenomenon.

So if RMIB is looking at MAP-R specifically, it does make sense given the holistic nature of the program. Its also a good indicator that the kids have high probability of having good enough MAP-M to be successful in STEM based portion of IB as well.

Do you have any links about this phenomenon? I find this very interesting. My daughter went from 7th grade fall map r of 253, winter 257, and spring 261. And then in fall of 8th, she dropped back to 252. In winter of 8th, she got a 247. She never did prepare for it but I don't understand how she could have had such a huge comprehension decrease like that.

You are referring to changes in MAP-R score. I am trying to justify why RMIB may only be using that for admissions and not getting MAP-M scores. They appear to be relying on the high correlation between MAP-R and MAP-M for high performing students. Ofcourse, it seems the basic assumption that RMIB evaluators did not see the MAP-M appears to be in question.

BUT in the interest of sharing what little I know - I will provide some references for studies that show that kids that do well on ELA tests, typically do fine on Math. I will just list 2 (you can find many through google searching - "is reading score a good predictor for math outcomes")

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7725923/#:~:text=Specifically%2C%20average%20and%20high%20levels,average%20performing%20children%20in%20math.
"Specifically, average and high levels of reading performance were associated with subsequent gains in math growth, in particular for below average performing children in math."

https://files.eric.ed.gov/fulltext/ED569120.pdf
"This study finds that a reading screening assessment used to
identify students who may be at risk of low reading achievement
can predict end-of-year math outcomes with a level of accuracy
similar to that of math screening assessments"

Anonymous wrote:

Anonymous wrote:You sound really triggered. Did your child come from a high FARMS school with low scores or something?

No, but blatant racism from our fellow MoCo parents is regularly disappointing. And many of us just don’t like liars.

Signed -NP

Absolutely! This dismissal of kids from poorer schools as having somehow not deserved their achievements, or of kids with lower scores who otherwise impressed the selection committees is just mean spirited and reeks of racism.

Anonymous wrote:You sound really triggered. Did your child come from a high FARMS school with low scores or something?

DP. "Triggered" means "annoyed" now?

Anonymous wrote:You sound really triggered. Did your child come from a high FARMS school with low scores or something?

No, but blatant racism from our fellow MoCo parents is regularly disappointing. And many of us just don’t like liars.

Signed -NP

Anonymous wrote:

Anonymous wrote:Typically, kids with high MAP-R have decent (if not great) MAP-M. MAP-R is a hard test. Kids that are really into Math (and yes, prep), can get really high MAP-M scores. It is really hard to prep for MAP-R; its a function of comprehension and reading habits developed over years. Bunch of text out there describing this phenomenon.

So if RMIB is looking at MAP-R specifically, it does make sense given the holistic nature of the program. Its also a good indicator that the kids have high probability of having good enough MAP-M to be successful in STEM based portion of IB as well.

Do you have any links about this phenomenon? I find this very interesting. My daughter went from 7th grade fall map r of 253, winter 257, and spring 261. And then in fall of 8th, she dropped back to 252. In winter of 8th, she got a 247. She never did prepare for it but I don't understand how she could have had such a huge comprehension decrease like that.

It might be related to how much kids read during their off time. Our son's map-r spiked when i was bringing home stacks of books from the library that he found to be interesting. once i stopped selecting books and asked him to make his own selections his scores dropped by 8 points.