First, were the CogAT scores valid? That sounds like an "E" profile, which I seem to recall requires looking into some factors to verify whether the scores are even valid (I believe there is more information on this under "E" profiles on the CogAT website).
Also, CogAT is a bit of an odd test. As discussed in many other threads, it "misses" many of the high-scoring WISC/Wechsler children. It sounds like it "recognized" your DD's abilities in some areas, but showed you a rather uneven profile.
How does she do in math on other standardized achievement tests?
I don't think it hurts to do additional testing, but FWIW, DD8 had a lower CogAT Quantitative, also. DD has also professed to "hate" math since 2nd grade
. Our school uses EM. She had a 99% Composite on the CogAT, a very high verbal, a high nonverbal, but a quantitative score in the low 90s percentile range (a "C" profile with Q-).
I DO think that my DD's CogAT scores reflected her "relative comfort" in verbal/nonverbal/quantitative areas.
DD's abbreviated Wechsler IQ was over the DYS minimum. We have not yet pursued further testing (I am not yet sure that we will). She has now been formally identified at school as "gifted," and recently started receiving services.
We live in an area with a high percentage of parents with graduate or professional degrees, and from what I've seen, a fairly high percentage of our area's children have academic strengths. DD has been in the high math group since they started differentiation in about 2nd grade. She always scores in the 98-99% on MAP math. I think PART of DD's issue with math is that she doesn't always feel like she "knows everything" or is "the best" at all that they do. Reading/language/verbal areas, on the other hand, have always been VERY easy for DD. With math, though, she needs to practice (for speed/automaticity in addition, subtraction, and multiplication) and it takes more EFFORT than some of the other academic areas. She surprised me recently by actually moving her Math MAP score over her Reading score - I NEVER thought THAT would happen, but she's been improving in math. Whether she likes it or not, she IS good at it (and she loves science, so I am thrilled to see this)! I think slowly (now in third grade), her confidence, and therefore, her attitude, about math is improving.
Although DD still doesn't love math, I think she is starting to resist it less.
I agree with you and other PP, that I would aim for your DD to be well above-average in math. Being "at grade-level" for your DD could mean she is actually underachieving - some teachers don't seem to "get" this and you may get strange looks if you try to explain this to them.
Wishing you and your DD all of the best!
