Hello!

My five-year-old daughter completed K-TEA 3 testing today.
These are her core composites:
ASB: 149
Reading: 160
Math: 148
Writing: 148

She is already grade skipped to first grade. It's also worth noting that her birthday was the deadline for being able to start kindergarten, so if she had been born one day later, she wouldn't have been able to start kindergarten until next fall.

These scores should qualify her for Davidson Young Scholars, correct?

I'm feeling kind of overwhelmed even though this wasn't unexpected. She is my fifth gifted child, but it seems as if her needs are going to be the most profound.

Also, it's my understanding that 160 is the ceiling of the test. Am I correct that if both Reading Comprehension and Letter & Word Recognition are 160, her reading ability is potentially even higher than represented by the 160 composite? Are there extended norms available for K-TEA 3?

Just making a general announcement (I see you, purpleviolin & 13umm!)...it's the end of the year crunch for me right now, but I do plan to respond to several recent posts when the dust has cleared a bit...

Thanks aeh! I don't mind waiting at all for your insights and expertise. in the mean time, i read similar posts and your comments to those posts. I have learned so much from your inputs!

Reading the information currently posted online here, https://www.davidsongifted.org/gifted-programs/young-scholars/admissions/eligibility-and-testing/...

The KTEA-3 is listed as an allowable achievement test, and the scores appear to be qualifying scores, therefore I would encourage you to apply! However, be aware that the Davidson Institute states:

Thanks Aeh. I was wondering why the forum seemed to have less activity than usual, but people are probably registering for summer camps and reading report cards right now,

Okay...I'm back. Whew!

Cnm, there typically are not extended norms for achievement tests, as there is a point at which a more useful measure becomes criterion-referenced (vs age/grade-norm-referenced, which is what most achievement tests reported here are), so that one may determine a true instructional level.

But let's imagine there were extended norms. A 160 on both letter/word and reading comp does generate a small range of ways to reach 160 on the composite, but it's only about seven points of room. More importantly, the subtests each have about 30 raw score points (out of about 100 in each case) range that results in the same 160 max standard scores. So yes, these reading scores may not fully capture your child's reading skills, but the ceiling would hit at the subtest level, and would be visible in the raw scores.

On a side note, did they report those scores as age- or grade-based, and, if grade, were these k or grade 1 norms? (I'm assuming kindergarten or age-norms at the moment.)

And fwiw, the math and writing scores may be somewhat more affected by instructional exposure, since some math requires knowledge of the arbitrary conventions (what specific symbols represent), as does writing (e.g., punctuation and writing formats, such as how to address an envelope or write greetings in a letter).