Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:To the two past posters suggesting something nefarious:

Try not to overstate the situation. The OP spoke of one going from 201 to 234 and another from 211 to 238. That's 55th percentile to 95th and 79th to 98th. It "seemed" that the whole class had big jumps.

Another poster thought that something around 230 wouldn't be unusual for kids in compacted 4/5 for winter.

Maybe the whole class is full of capable students who were taught better this year vs. last. It's not as though MAP is a test of ability such that exposure wouldn't change it much. The opposite is the case.

Or maybe it could be something fishy, like a teacher giving out answers or admin finding some way to alter scores on the back end, but starting that with the 240s hyperbole doesn't help that suggestion gain traction.

Between the two, Occam's razor and all...

OP here-
Today my DC confirmed a bunch of more kids scoring in the high 240’s up from 204 or so from fall. This is definitely unusual.

Even if you are taught better which is not the case here you would still not see such big jumps in scores. This reeks of something fishy. Admin or someone changing the scores somehow or something. I can’t imagine the entire class is now in the high 90th percentile. Just seems implausible.

That seems weird. Kids could be lying or confused on actual numbers. I don’t think a kid with a 204 would even be in compacted math.

OP here- kids are not lying about this and its coming from teacher who keeps commenting with ‘Wow’, ‘ oh my lord’, ‘thats a big jump from 201 to 238’.

Typically compact math requires 85% map in our school, but your school allowed 55%?

WPES, dontcha know!

How long until the scores are posted on ParentVUE?

I teach compacted 5/6 at a Title 1 school. A child earning under a 225 in the winter of 5th is going to struggle in the class (unless the winter score was an anomaly). I really can't imagine that children scoring that made their way into a math magnet and are successful.

OP- jumps happen. Ask for the breakdown of scores. In 4th grade, we skip almost all geometry and that category often is the lowest scoring for students not receiving outside enrichment. Once it's taught, scores do often take a huge jump. Same with other topics- if your child has very little fraction knowledge and then receives instruction, that section of the test will go way up.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Last year in 5th my kid jumped from 239 in Fall to 271 in winter. I was shocked and asked the teacher who told me there had been other large jumps too (though did also say this was an outlier).

I figured there was a bug jump in the curriculum as kid wasn’t doing any math outside of school. (Tbh, I’ve also wondered if MAP has just got easier).

There is no jump in curriculum, and the test hadn't changed. It may be the student is maturing and taking the test more seriously.

Look 239 in fall 5th grade is about 98 percentile. Kid was clearly taking it seriously all along.

Maybe you underestimate your kid's latent ability.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Last year in 5th my kid jumped from 239 in Fall to 271 in winter. I was shocked and asked the teacher who told me there had been other large jumps too (though did also say this was an outlier).

I figured there was a bug jump in the curriculum as kid wasn’t doing any math outside of school. (Tbh, I’ve also wondered if MAP has just got easier).

There is no jump in curriculum, and the test hadn't changed. It may be the student is maturing and taking the test more seriously.

Look 239 in fall 5th grade is about 98 percentile. Kid was clearly taking it seriously all along.

If they're using the MAP test for 6+ higher scores should be 10-15 points lower than the 2-5 test.

That's the experience of some, but not all. There is higher variation/less consistency in individual scores when going from the 2-5 test to the 6+ test. That's part of the nature of such adaptive tests, which pitch up semi-random initial questions trying to identify a level at which a test taker starts to achieve a certain correct response rate.

The 6+ test includes subject matter that the 2-5 test never presents, and that paradigm, then, with the larger set of potential questions, introduces variation versus the 2-5 test on an individual basis. NWEA conducts analyses and constructs the assessments accordingly to try to ensure continuity between the two versions on larger scales, like averages across a whole school or district.

The underlying probability/statistics theory on which such tests rely can't provide reasonable certainty of continuity for individuals, though. This potential for individual discontinuity from the one test to the other is why MCPS decided to shift to use either this year's fall MAP-M or last spring's. Otherwise, they would be making comparisons for the MS math magnet pool among individuals based on results for some (those in Math 5/6 taking the 6+ version) solely bound to that expected uncertainty. I'm not saying that approach is foolproof -- there's an expectation of a high swing in score for some when moving to the 6+ test, and they might benefit -- but it offers some improvement.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What's an average MAP-M score for compacted Math in winter of 5th grade?

It varies a lot based on schools and how much outside enrichment/exposure to topics that children have received. In my 5th grade class at a Title 1 school, the average is around 235. Within the class, there are a couple of students who score as low as the low 220's (which very much matches who should absolutely not be in the class) up to my highest student scoring 250.

I know from people on this site that this is not comprable to kids in the higher SES schools, but I'm quite proud of my students. They don't get extra support at home and work so hard and their scores reflect that!

Your average is 235 at a Title 1? Something isnt adding up here for sure.

Do you think that is high or low?

In a Compacted 5-6 class, for kids who are actually ready for 5-6 and also not doing Math 8 Prealgebra at home, that's a normal average.

An average (nearly drowning) 5th grader scores 218, so CM kids should be scoring 1-2 years higher due to compaction (exposure) and to generally being better more able math students than average.

Bright kids who are studying enrichment at home / AOPS / RSM are getting up to 255 for "grade level enriched", or higher if they are already long been on an accelerated track and are now doing prealgebra or algebra(!) classes at home.

I work at a focus school— last years bright 5th graders got 218-227 on the MAP in winter. They ended up getting accepted to TPMS magnet program FOR math,so I think the previous teacher bragging about her title one kids averaging in the 240s is just bogus.

When DC was at a focus school, I remember their MAP-M going from 222 to 248 when they were 8 and again from 265-275 in 5th. In 6th they were scoring around 285 but didn't get picked by the lottery.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Last year in 5th my kid jumped from 239 in Fall to 271 in winter. I was shocked and asked the teacher who told me there had been other large jumps too (though did also say this was an outlier).

I figured there was a bug jump in the curriculum as kid wasn’t doing any math outside of school. (Tbh, I’ve also wondered if MAP has just got easier).

There is no jump in curriculum, and the test hadn't changed. It may be the student is maturing and taking the test more seriously.

Look 239 in fall 5th grade is about 98 percentile. Kid was clearly taking it seriously all along.

If they're using the MAP test for 6+ higher scores should be 10-15 points lower than the 2-5 test.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Last year in 5th my kid jumped from 239 in Fall to 271 in winter. I was shocked and asked the teacher who told me there had been other large jumps too (though did also say this was an outlier).

I figured there was a bug jump in the curriculum as kid wasn’t doing any math outside of school. (Tbh, I’ve also wondered if MAP has just got easier).

OP here. Finally an answer that is helpful. I have been thinking of contacting the teacher about this as well and have been wondering if this MAP was different in some way. My DC told me that it was mostly on fractions and decimals. Didn’t see other topics as much.

I’m not sure that my info is actually that helpful. The teacher didn’t clear anything up for me other than to let me know that some other kids also had big jumps (not all kids - a few, as in my kid wasn’t the only one, though maybe was the only one with quite such a high score). I got no explanation as to why, just my own guesses.

It’s still helpful to know that this kind of stuff happens. The only anomaly here is that most kids had a big jump. Pretty much everyone my DC talked to and from what he gathered by the teachers comments.

Anonymous wrote:

Anonymous wrote:Last year in 5th my kid jumped from 239 in Fall to 271 in winter. I was shocked and asked the teacher who told me there had been other large jumps too (though did also say this was an outlier).

I figured there was a bug jump in the curriculum as kid wasn’t doing any math outside of school. (Tbh, I’ve also wondered if MAP has just got easier).

OP here. Finally an answer that is helpful. I have been thinking of contacting the teacher about this as well and have been wondering if this MAP was different in some way. My DC told me that it was mostly on fractions and decimals. Didn’t see other topics as much.

I’m not sure that my info is actually that helpful. The teacher didn’t clear anything up for me other than to let me know that some other kids also had big jumps (not all kids - a few, as in my kid wasn’t the only one, though maybe was the only one with quite such a high score). I got no explanation as to why, just my own guesses.

Anonymous wrote:

Anonymous wrote:Last year in 5th my kid jumped from 239 in Fall to 271 in winter. I was shocked and asked the teacher who told me there had been other large jumps too (though did also say this was an outlier).

I figured there was a bug jump in the curriculum as kid wasn’t doing any math outside of school. (Tbh, I’ve also wondered if MAP has just got easier).

There is no jump in curriculum, and the test hadn't changed. It may be the student is maturing and taking the test more seriously.

Look 239 in fall 5th grade is about 98 percentile. Kid was clearly taking it seriously all along.