Anonymous wrote:

Anonymous wrote:With such a high cut off, I’m not really seeing it reflected in the AAP classroom instructions. The curriculum in language arts, social studies and science is not advanced at all and they just have a few more projects I believe. Math is advanced but only picks up speed in the middle of the 4th grade. I have two kids already in AAP and I’m not that impressed by the curriculum. It’s basically the same and for my younger one the cohort actually has a few very disruptive kids in their class which undermines the peer argument.

define disruptive. If you are referring to Defiant, argumentative, and constantly correct teachers and telling teachers a more efficient way, making passive aggressive jokes and emotional outbursts when not heard, that’s not disruptive, that’s an exceptionally gifted mind at play ( IQ test above 99.9%, usually above 145 on WISC tests). These kids cannot function in a normal classroom, general ed classroom teachers don’t understand them, they don’t obey, they process information very differently. If they remain in those class they will not thrive academically. The general classroom’s mission is to train future workforce that follow rules and obey society’s standards, and don’t thin on their own. Like most adults today, they get the news and believe it as it is, and never think of the deep implications and meaning, and whom might want you to believe that way. These kids mind don’t work like that they find issues and make things better, the last thing they want to do is learn something and accept it as it is, they test what they learned until it doesn’t work. Human society moves forward because of these type of people that challenge the status quo. When these kids move to a place with similar minds they feel heard and challenged the teacher together, AAP teachers are usually ok with these, half of my older kids’ class are like this, they pack together and challenge the teacher and back each other up. When he was in general ed classroom in 2nd grade, he was the one being yelled at constantly by the teacher, and eventually he told the teacher that she should go back to school instead of teaching.

Anonymous wrote:But the AAP class at our well regarded centre school is about 20-25 kids. So if only 8 kids are getting the in pool notification, then they are surely accepting kids beyond the top 10%

Anonymous wrote:

Anonymous wrote:What is the best way to appeal AAP decision if the child's overall NGAT score is 122 for 5th grader? (new-to-FCPS families, spring 2026).

Nonverbal: (Percentile Rank 91, Stanine 8, Standard Score 120)

Verbal: (Percentile Rank 87, Stanine 7, Standard Score 117)

QuantitativePercentile Rank 88, Stanine 7, Standard Score 118)

These are not very strong scores. If you really want to appeal, get your child tested for WISC at George Mason. If WISC score is over 140 you might have a chance.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
What constitutes a strong AAP application really depends on the base school you are applying from. If it's a stronger school, getting in out of the usual cycle can be really hard.

It's not very strong school, their Performance Level based on the recent report is on track %84
https://schoolquality.virginia.gov/divisions/fairfax-county-public-schools

You can appeal but it goes to the Central Committee. The in-pool results are based on the local schools, central committee placement is a County wide thing. I would be surprised if you were accepted on appeal. The highest score is in the 91st percentile, I wuld expect a minimum of 95th percentile.