Her reading was SO high last year (virtually at the ceiling) that it could drop a point or two (still pretty much ceiling), but most of the other stuff will probably increase.
Sigh...I don't know, I think we might buck the trend. DD came out and told me the time management piece is still a work in progress--blanks on every section other than reading, with science having a LOT of them. Even in math, where she felt really good about all of her answers, she had five left, so that's got to have a major negative impact. Next year I'll remember to remind her to fill in
something for everything, but for this year it's probably good that the scores will come to me instead of the school
On a positive note, this is exactly why we're participating in this: hopefully by the time she has to take tests that are challenging AND given weight by our school district, she will have learned the test taking skills she needs. She says it's hard because she likes to make sure that all of her answers are correct before she moves on. A good trait in many situations, but a toughie on a time-pressure test.
I had to laugh at your ramblings. Our superintendent once said during a
gifted committee meeting that our kids probably scored so well (on grade level state tests) because they had
regular attendance. He didn't appreciate my comment that my son could probably do just as well on day 1 of the school year (but my then partner parent in crime sure did),
.
See...those are the kinds of things I wish *I* could say in meetings! Goodness knows there have been plenty of meetings in which calling-it-like-I-see-it would have made me feel a lot better (and probably the outcomes couldn't have been any worse--I mean without demoting her grade it's not like the school could have done less....
).
