Anonymous wrote:

Anonymous wrote:Bringing this thread back after winter 2024 MAP-M testing.

https://www.montgomerysch...es-FAQ.pdf

Is what's here recent/accurate? Specifically:

"What is the highest score you can get?
A RIT score indicates the difficulty level at which the student is answering about 50% of the questions correctly. Although it is possible to score as high as 265 or more on the reading test and 285 or more on the math test, 240 (reading) and 250 (math) are typical top scores."

My DC in 5th has stagnated at 245 for fall/winter testing, but according to others on this thread, their DCs are in the 270s+ at 5th. Another poster said that 235 is passing for Algebra 1 (typically 7th even on an accelerated path).

For 5th graders that went to Algebra 1 in 6th, what was the average MAP score in 5th?

My DC had a MAP score of 263 end of 5th. He wasn’t allowed to skip to Algebra 1 in 6th grade. After months of communication with the middle school teachers, mcps tested him for algebra in October. He had to get a near perfect score on 6th,7th and 8th material. He got 95% over all, but was denied moving to algebra 1. So to answer your question, no score is acceptable to move to algebra 1.

This was a while ago, mine had 265 in third grade and was never tracked for anything special prior to HS. These decisions are random by school.

Anonymous wrote:Bringing this thread back after winter 2024 MAP-M testing.

https://www.montgomerysch...es-FAQ.pdf

Is what's here recent/accurate? Specifically:

"What is the highest score you can get?
A RIT score indicates the difficulty level at which the student is answering about 50% of the questions correctly. Although it is possible to score as high as 265 or more on the reading test and 285 or more on the math test, 240 (reading) and 250 (math) are typical top scores."

My DC in 5th has stagnated at 245 for fall/winter testing, but according to others on this thread, their DCs are in the 270s+ at 5th. Another poster said that 235 is passing for Algebra 1 (typically 7th even on an accelerated path).

For 5th graders that went to Algebra 1 in 6th, what was the average MAP score in 5th?

My DC had a MAP score of 263 end of 5th. He wasn’t allowed to skip to Algebra 1 in 6th grade. After months of communication with the middle school teachers, mcps tested him for algebra in October. He had to get a near perfect score on 6th,7th and 8th material. He got 95% over all, but was denied moving to algebra 1. So to answer your question, no score is acceptable to move to algebra 1.

Bringing this thread back after winter 2024 MAP-M testing.

https://www.montgomerysch...es-FAQ.pdf

Is what's here recent/accurate? Specifically:

"What is the highest score you can get?
A RIT score indicates the difficulty level at which the student is answering about 50% of the questions correctly. Although it is possible to score as high as 265 or more on the reading test and 285 or more on the math test, 240 (reading) and 250 (math) are typical top scores."

My DC in 5th has stagnated at 245 for fall/winter testing, but according to others on this thread, their DCs are in the 270s+ at 5th. Another poster said that 235 is passing for Algebra 1 (typically 7th even on an accelerated path).

For 5th graders that went to Algebra 1 in 6th, what was the average MAP score in 5th?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My son is one of them. There's a "300 club" at TPMS, and all of them are in math varsity team. They don't prep for MAP-M test at all, but take the test seriously. There are also other kids in other MSs scored in lower 300s.

300 club, Seriously? Lol

Purely bragging rights since it serves no other purpose.

Realistically, no one except those kids and their parents would call them that.

Bringing this thread back after winter 2024 MAP-M testing.

https://www.montgomeryschoolsmd.org/siteassets/Schools/Elementary-Schools/P-S/pinecrestes/uploadedFiles/news/MAP-Scores-FAQ.pdf

Is what's here recent/accurate? Specifically:

"What is the highest score you can get?
A RIT score indicates the difficulty level at which the student is answering about 50% of the questions correctly. Although it is possible to score as high as 265 or more on the reading test and 285 or more on the math test, 240 (reading) and 250 (math) are typical top scores."

My DC in 5th has stagnated at 245 for fall/winter testing, but according to others on this thread, their DCs are in the 270s+ at 5th. Another poster said that 235 is passing for Algebra 1 (typically 7th even on an accelerated path).

For 5th graders that went to Algebra 1 in 6th, what was the average MAP score in 5th?

> Those kids sound like perfect candidates for an enriched program like the magnets.

Maybe, but enrichment is different from acceleration, and non accelerated students are also often good candidates for enrichment.

Anonymous wrote:
This is no longer the case. Algebra 2 is in there now along with stats.

"Stats" (like "Geometry") is taught since elementary school, before the explicitly named class. IIRC "Statistics" is a category on the 6+ MAP (replacing "Measurement and Data").
Eureka Algebra 1 class/book includes 2 Stats modules (out of 7).

I'm curious where you see Algebra 2 on MAP. Caveat: Alg 1 and Alg 2 naturally have some overlap.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:My son with 268 in 8th grade non magnet says he has the lowest score in his math class apparently kids share scores with each other. We are new to MCPS this year and he is really upset. He is in the Hon Algebra 2 cohort with 10 other kids. How are people prepping for MAP M? Isn’t it an adaptive test where questions change from person to person?

Yes, it is an adaptive test. It increasingly becomes harder as you give correct answers.

You study by basically doing higher level Math of at least two grades higher or more. A number of MS kids are studying Algebra 2 or Precalc outside of their school day, so they are already far more advanced than their peers. Then they study for the MathCounts, AMC and other Math competitions. So the way to succeed is be very advanced and get outside enrichment and acceleration.

Those kids sound like perfect candidates for an enriched program like the magnets.

They might be, but so might many others who do not have similar opportunity to engage in outside enrichment. Allocation decisions about public education primarily should be about meeting need, and doing so equitably across the population served (my take on equity being a bit different from that adopted within MCPS, but not so far off and with, I'd hope, a similar underlying ideal). As noted many times, there are many options beside or in addition to MAP scores for identifying need for enrichment, and most of those suggested would do so more equitably.

Despite the continual push by those with power of one kind or another to make it otherwise, this country's foundation and continued social contract was and is based, in part, on a rejection of inherited entitlement. Social mobility drives a generally virtuois cycle that tends to benefit a great majority, if not all. A paradigm that tends to reserve opportunity to those with means is antithetical to this ideal. Magnet selection criteria that disfavor children with equivalent abilities but lower exposure would be a sterling example of such.

That said, folks tend to rise to conflict over scarce resources, and MCPS has made proper enrichment (that which would meet the spirit of MD law and MCPS policy) artificially scarce with the management priorities of the last 20 years. At the same time, if those with means would be less tight fisted with taxpayer funding of areas such as public education (in relation to need when compared with other areas, such as defense), the scarcity might better be addressed.

Anonymous wrote:

Anonymous wrote:My son with 268 in 8th grade non magnet says he has the lowest score in his math class apparently kids share scores with each other. We are new to MCPS this year and he is really upset. He is in the Hon Algebra 2 cohort with 10 other kids. How are people prepping for MAP M? Isn’t it an adaptive test where questions change from person to person?

Yes, it is an adaptive test. It increasingly becomes harder as you give correct answers.

You study by basically doing higher level Math of at least two grades higher or more. A number of MS kids are studying Algebra 2 or Precalc outside of their school day, so they are already far more advanced than their peers. Then they study for the MathCounts, AMC and other Math competitions. So the way to succeed is be very advanced and get outside enrichment and acceleration.

Those kids sound like perfect candidates for an enriched program like the magnets.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:An issue, here, is access to magnet programs. Should MCPS have a means to identify and place a genius who has not been exposed to content (and, as a result, does not score at the highest levels of a highly exposure-influenced test like MAP)? The administration supplies no answer to this question, despite the impact of not doing so likely being highly inequitable on a socio-economic basis.

This is exactly the most severe caveat to drop CoGAT test as one of the GT admission criteria. Kids with better socio-economic status and/or opportunities to speed-up in some MSs are given a leg-up in MAP testing. The extremely high MAP score certainly reflects aptitudes to certain extent, 270 - 290 range is not a good differentiator by all means of student's intelligence versus work ethic. Unfortunately, both IQ and work ethic are necessary to survive through the rigorous magnet HS curriculum, as well as lead to the success in the long run.

Got news for you. People prep for Cogat too. It's just more gatekeeping.

Preppable, but not as easy or effective. Doesn't need to be CogAT, but MCPS should be looking for something other than (or in addition to) MAP, which has its uses, but not as a litmus criterion. The more they use measures related to underlying ability, the more likely they are to approach equitable identification. They'd do better by increasing the size of the field inside the gate, too.

It's about as easy as prepping for the SAT which is to say it's easy and a lot of people do it.

Anonymous wrote: Similar to SAT: no Algebra 2, Precalc, or Calculus.

This is no longer the case. Algebra 2 is in there now along with stats.

Anonymous wrote:My son with 268 in 8th grade non magnet says he has the lowest score in his math class apparently kids share scores with each other. We are new to MCPS this year and he is really upset. He is in the Hon Algebra 2 cohort with 10 other kids. How are people prepping for MAP M? Isn’t it an adaptive test where questions change from person to person?

Yes, it is an adaptive test. It increasingly becomes harder as you give correct answers.

You study by basically doing higher level Math of at least two grades higher or more. A number of MS kids are studying Algebra 2 or Precalc outside of their school day, so they are already far more advanced than their peers. Then they study for the MathCounts, AMC and other Math competitions. So the way to succeed is be very advanced and get outside enrichment and acceleration.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:An issue, here, is access to magnet programs. Should MCPS have a means to identify and place a genius who has not been exposed to content (and, as a result, does not score at the highest levels of a highly exposure-influenced test like MAP)? The administration supplies no answer to this question, despite the impact of not doing so likely being highly inequitable on a socio-economic basis.

This is exactly the most severe caveat to drop CoGAT test as one of the GT admission criteria. Kids with better socio-economic status and/or opportunities to speed-up in some MSs are given a leg-up in MAP testing. The extremely high MAP score certainly reflects aptitudes to certain extent, 270 - 290 range is not a good differentiator by all means of student's intelligence versus work ethic. Unfortunately, both IQ and work ethic are necessary to survive through the rigorous magnet HS curriculum, as well as lead to the success in the long run.

Got news for you. People prep for Cogat too. It's just more gatekeeping.

Preppable, but not as easy or effective. Doesn't need to be CogAT, but MCPS should be looking for something other than (or in addition to) MAP, which has its uses, but not as a litmus criterion. The more they use measures related to underlying ability, the more likely they are to approach equitable identification. They'd do better by increasing the size of the field inside the gate, too.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What about MAP-R? same upper limit?

Yes, but a score of 270 is above the 99% for grade 12 to put things in perspective.

Yeah.. many CES kids are well above 270 in 5th grade. That tells you where the rest of the students are on that NWEA scales

It’sa different test in fifth grade so that’s irrelevant.

Anonymous wrote:

Anonymous wrote:An issue, here, is access to magnet programs. Should MCPS have a means to identify and place a genius who has not been exposed to content (and, as a result, does not score at the highest levels of a highly exposure-influenced test like MAP)? The administration supplies no answer to this question, despite the impact of not doing so likely being highly inequitable on a socio-economic basis.

This is exactly the most severe caveat to drop CoGAT test as one of the GT admission criteria. Kids with better socio-economic status and/or opportunities to speed-up in some MSs are given a leg-up in MAP testing. The extremely high MAP score certainly reflects aptitudes to certain extent, 270 - 290 range is not a good differentiator by all means of student's intelligence versus work ethic. Unfortunately, both IQ and work ethic are necessary to survive through the rigorous magnet HS curriculum, as well as lead to the success in the long run.

Got news for you. People prep for Cogat too. It's just more gatekeeping.