Anonymous wrote:

Anonymous wrote:

Anonymous wrote:23:01, I'm not sure what your point is. The Cogat is a well-recognized test; if there are a lot of people scoring in the 99th percentile it is not because standards are lower.

If you look at this chart, anything from 135-160 is the 99%ile on the Cogat.

https://www.nsd.org/Page/28102

In any event, there are not lot of people scoring in the 99 percentile. A few posters have said their child in HGC programs received those scores, had all As, and were still denied admission. They are stunned, naturally so given the data.

I've had two kids in the HGC program (when it was still the HGC program). In both years, roughly half of the fifth-graders in the HGC did not get into a middle-school application magnet program. These posters may be stunned, but I'm not stunned.

Anonymous wrote:

Anonymous wrote:23:01, I'm not sure what your point is. The Cogat is a well-recognized test; if there are a lot of people scoring in the 99th percentile it is not because standards are lower.

If you look at this chart, anything from 135-160 is the 99%ile on the Cogat.

https://www.nsd.org/Page/28102

In any event, there are not lot of people scoring in the 99 percentile. A few posters have said their child in HGC programs received those scores, had all As, and were still denied admission. They are stunned, naturally so given the data.

Anonymous wrote:It has been said the core value of MCPS is to reduce the academic performance gap among students. GT programs are apparently against this core value. People should feel lucky that BOE hasn't pulled money from the GT programs yet. The most effective way to minimize the performance gap is to lower the standard. That's why we see much more 99 percentile students this year.

Anonymous wrote:

Anonymous wrote:My daughter got her rejection letter last night but her two friends that she was waiting with didn't get anything yet. I'll be thrilled for them if they got in - they're perfect fits for Eastern and will thrive there - but yikes my daughter will be even more crushed. I'm struggling with them seemingly testing everyone in school for what ends up being very few spots that not even kids with 99s necessarily get. All the kids got all ramped up about it and now are all crushed. I guess good life lesson but it still stinks.

This is the downside of testing a broader swathe of kids. I'm genuinely sorry for the kids who are disappointed, and I suspect my kid will be disappointed as well, but as social policy it is still the right choice to cast a broader net in the hopes of identifying kids who for whatever reason weren't being identified to date.

Anonymous wrote:My daughter got her rejection letter last night but her two friends that she was waiting with didn't get anything yet. I'll be thrilled for them if they got in - they're perfect fits for Eastern and will thrive there - but yikes my daughter will be even more crushed. I'm struggling with them seemingly testing everyone in school for what ends up being very few spots that not even kids with 99s necessarily get. All the kids got all ramped up about it and now are all crushed. I guess good life lesson but it still stinks.

Anonymous wrote:It has been said the core value of MCPS is to reduce the academic performance gap among students. GT programs are apparently against this core value. People should feel lucky that BOE hasn't pulled money from the GT programs yet. The most effective way to minimize the performance gap is to lower the standard. That's why we see much more 99 percentile students this year.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From the FAQ on the MCPS website about TPMS/Eastern admissions :

"What data was used to evaluate my child?

The review is a multiple measure process
from both system and external measures.
The data that was included: Grade 5 report card, school assessments: percentile ranks for the Measures of Adequate Progress in Reading and Math,
state assessment: PARCC achievement levels
for reading and math data*
, instructional need, student
services^, non-scored student questionnaire, and
an outside assessment: (Cognitive Test of Abilities Test (CogAT) full battery.

* PARCC is only used to see a pattern
of performance of grade level
indicators

^ services such as receiving special education services, ESOL-English for Speakers of Other Languages, 504
accommodations plan and Free and Reduced Meals"

Does this mean a child with a 504 is a ding against a child for qualification of these programs?

I hope not - aren't the 504 plans straight out of the Americans with Disabilities Act? So, like, big law suit fr discrimination based on disability?

Maybe it means they just make sure if 504 called for extra time, child received extra time - essentially that they adhered to the 504 plan?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From the FAQ on the MCPS website about TPMS/Eastern admissions :

"What data was used to evaluate my child?

The review is a multiple measure process
from both system and external measures.
The data that was included: Grade 5 report card, school assessments: percentile ranks for the Measures of Adequate Progress in Reading and Math,
state assessment: PARCC achievement levels
for reading and math data*
, instructional need, student
services^, non-scored student questionnaire, and
an outside assessment: (Cognitive Test of Abilities Test (CogAT) full battery.

* PARCC is only used to see a pattern
of performance of grade level
indicators

^ services such as receiving special education services, ESOL-English for Speakers of Other Languages, 504
accommodations plan and Free and Reduced Meals"

Does this mean a child with a 504 is a ding against a child for qualification of these programs?

I hope not - aren't the 504 plans straight out of the Americans with Disabilities Act? So, like, big law suit fr discrimination based on disability?

Anonymous wrote:

Anonymous wrote:From the FAQ on the MCPS website about TPMS/Eastern admissions :

"What data was used to evaluate my child?

The review is a multiple measure process
from both system and external measures.
The data that was included: Grade 5 report card, school assessments: percentile ranks for the Measures of Adequate Progress in Reading and Math,
state assessment: PARCC achievement levels
for reading and math data*
, instructional need, student
services^, non-scored student questionnaire, and
an outside assessment: (Cognitive Test of Abilities Test (CogAT) full battery.

* PARCC is only used to see a pattern
of performance of grade level
indicators

^ services such as receiving special education services, ESOL-English for Speakers of Other Languages, 504
accommodations plan and Free and Reduced Meals"

Does this mean a child with a 504 is a ding against a child for qualification of these programs?

Anonymous wrote:23:01, I'm not sure what your point is. The Cogat is a well-recognized test; if there are a lot of people scoring in the 99th percentile it is not because standards are lower.

If you look at this chart, anything from 135-160 is the 99%ile on the Cogat.

https://www.nsd.org/Page/28102