►
Description
Description
A
D
E
C
C
F
D
I
J
G
C
J
J
C
D
D
C
Right
lots
of
Ordinances
introduce
miss
love
as
43220
there's
an
ordinance
it's
it's
too
loud
if
you've
a
property
to
Legal
Aid
Society
at
69,
Sherman
Street,
it's
a
lot.
It's
a
vacant
lot
now
overgrown
and
they
want
to
use
it
for
parking.
First.
75
excuse
me
for
their
office
at
95,
Central,
Avenue
right.
G
A
C
C
G
C
Rest
of
what
rest
of
the
ordinances
are
held,
with
the
exception,
we'll
go
down
to
seventh
number,
seven,
which
is
ordinance
number
forty-three,
one,
twelve,
nineteen
that
that's
in
finance
the
meetings
March
twelfth
pending
the
outcome.
There
it'll
be
a
floor
vote;
okay,
that
was
number
seven
44:43
one
twelve
nineteen
Deb
I.
C
G
C
L
B
That
has
been
is
the
referral
to
the
County
Planning
Board.
The
law
I
did
looked
into
it
and
I
contacted
other
people
and
similarly
such
as
see
cities
like
or
corporation
council
or
who
do
generally
practice
genuineness
the
law.
There
was
a
mixed
reaction
as
to
if
we
should
or
should
not
do
in
to
Albany
County
planning
I
would
refer
to
the
County
Planning
Board,
but
in
terms
of
as
a
litigator
myself
and
with
everybody
else
being
a
litigator,
they
do
it.
B
They
did
advise
and
I
agree
that
we
should,
as
a
precaution,
he's
referred
to
the
Albany.
County
Planning
Board
get
a
determination
and
if
they
say,
if
there's
no
need
for
us
to
do
it,
then
and
we're
covered,
because
as
a
litigator
I'm
gonna,
if
I
wanted
to
get
something
my
way,
I'm
gonna
throw
everything
at
the
wall
and
see
what
sticks
and
that
could
be
one
that
may
or
may
not
stick
so
Oh.
B
D
B
D
B
L
E
L
There's
an
art
to
some:
well,
there
are
78
the
citizens,
one
takes
the
Zoning,
Board
and
I.
Think
it's
super
meritorious
probably
won't
get
a
decision
on
that
for
a
couple
of
months.
By
the
same
token,
since
the
proposed
site
for
the
plasma
sits
within
500
feet
of
a
state
highway,
Central
Avenue,
they.
D
D
L
L
D
C
We
know
when
you
continue
to
work
on
that
and
as
far
as
trying
to
find
out
the
plinth
issue
with
the
county
planning
key
instead
of
looking
to
records,
maybe
you
could
reach
out
to
someone
or
actually
stop
there
and
talk
to
one
of
the
members
and
say
you
know:
did
you
handle
this
issue
and
then
you
get
a
confirmation?
What's.
L
B
L
L
D
C
O
C
G
C
D
K
D
A
D
F
G
F
We
want
right
right,
Spoelstra
comforts
would
be
pushed
when
control
I
mean
that
something
that
this
focus
could
be
out,
but
I
think
we
need
to
have
that
discussion.
I
think
you
all
need
to
be
around
the
table
on
how
best
to
cut
the
discussion
and
with
haste.
It
has
to
be
something
that
goes
to
the
floor
and.
F
A
That
I
might
like
again.
There
are
three
sponsors,
but
I
will
say
a
speaker
speaking
for
myself,
and
it
just
reminds
me
of
the
equity
agenda
right.
This
is
a
resolution
that
has
been
introduced
about
a
year
now.
People
have
individuals
had
opportunities
to
put
their
input
to
make
their
suggestions
to
make
their
comments,
and
once
it
gets
introduced
where
it's
gonna
even
go
to
the
floor
for
a
vote
now,
everyone
has
their
two
cents.
They
they
want
to
add
into
it.
So
I
have
no
interest
I
want
it
to
be
voted
on
on
Monday.
C
A
C
A
A
C
P
P
P
Every
neighborhood
and
like
I,
said
you
know
last
night,
my
biggest
disappointment
and
being
connected
to
this
body
is
that
we
never
talk
about
things
that
are
near
and
dear
to
the
inner
city,
and
when
we
do
talk
about
it,
you
get
up
and
you
can
track
anything
that
we
said,
and
you
don't
know
if
you
don't
want
me
to
bring
up
the
other
continent.
So
thank.
P
C
H
Q
G
G
C
J
G
J
G
J
I
said
that
they
could
email
all
the
council
members,
but
also
having
checked
with
Danielle.
They
can
either
email,
Danielle
or
Michelle
and
Danielle
can
read
the
public
comment.
So
it's
officially
in
the
record,
some
you
know,
having
things
officially
in
the
record,
does
matter
to
to
some
people.
So
that's
another
possibility
and
I.
J
K
N
O
B
B
E
E
I
E
J
C
J
Other
quick
thing
before
we
get
to
our
presentations.
Our
last
meeting
we
got
down
to
just
having
a
quorum,
fully
understand
people
get
sick,
I
mean
last
year,
I
was
sick.
My
son
went
to
college
I,
definitely
missed
a
bunch
of
meetings.
It
will
happen.
It's
understandable,
but
please
make
sure
that
you
have
a
dedication
to
coming
to
meetings
because
it's
Diana.
G
J
O
P
N
J
F
K
D
H
I
E
M
M
So
good
evening,
everyone
it
is
so
nice
to
be
here
again.
We
are
so
very
happy
to
be
able
to
share
our
information
with
you.
It
is
that
budget
season
time
again,
and
so
I'm
cahuita
adams
and
I'm
the
superintendent
for
the
city
school
district
of
albany.
We
have
an
savage
our
president
of
the
school
board
and
I
don't
know
how
many
of
you
have
been
able
to
meet
kimberly
roaring.
M
If
you
will
to
when
we
bring
forward
concerns
about
transportation
and
things
like
that,
because
they're
seeing
that
there's
a
larger
impact
not
just
with
the
big
five,
but
also
with
three
of
the
affiliates,
and
so
that
also
bleeds
over
to
other
school
districts
as
well.
So
we've
joined
the
conference
of
the
big
five
and,
and
so
far
we've
been
really
excited
and
pleased
with
being
able
to
get
our
message
out
as
well.
M
And
so
of
course,
we
look
at
foundation,
aid
funding
that
we're
funded
at
seventy-five
percent,
and
we
have
our
state
aid
funding
at
forty
five
percent
and
while
we're
happy
about
that
increase,
we're
still
advocating
for
that
equitable
funding.
When
it
comes
to
foundation
Aid
and
our
state
aid
funding,
we
look
at
the
child
safety
zones
last
year.
When
we
were
here,
we
talked
about
transportation
and
we
looked
at
reducing
that
transportation
zone
from
1.5
miles
down
to
one
mile,
and
so
we're
still
looking
at
that.
M
One
of
the
things
that
we're
advocating
for
is
a
pilot
program.
Where
maybe
you
know
you
start
with
Albany,
so
that
we
can
see
how
it
works
and
then,
if
other
districts,
rural
districts
want
to
align
with
that
and
pattern
after
that,
we're
happy
to
lead
the
way
with
that
with
that
pilot
program.
So
we've
also
put
that
out
there
with
our
legislators.
M
As
you
know,
we
always
talk
about
equitable
funding
for
our
pre-k,
our
youngest
learners,
looking
at
increasing
that
universal
pre-k
funding,
so
that
we
are
comparable
with
other
districts
that
started
that
program
later,
just
a
little
bit
of
background,
because
we
are
an
early
adopter
for
pre-k
funding.
We
are
funded
at
about
$4,800
districts
that
have
come
in
later
or
in
the
upwards
of
78
to
almost
$12,000
per
student.
For
that
you
PK
funding,
and
so
we're
advocating
that
we
get
closer
to
close
that
gap
with
the
funding
for
our
students
in
our
district.
It's.
S
Gonna
add
in
there,
which
I
think
is
obvious
to
most
of
you
and
paying
attention
to
public
education
issues.
This
the
school
districts
that
adopted
pre-k
early,
we're
districts
like
ours
right,
the
highest
needs
districts
were
the
early
adopters
and
we
are
all
at
the
lower
funding
and,
as
they
add,
new
seats
and
the
state
is
doing
a
wonderful
job
actually
been
trying
to
improve
pre-k
education
statewide.
But
what
they're
doing
is
adding
new
seats
to
less
needy
districts
without
trying
to
catch
us
up
financially.
J
M
J
L
S
J
S
Entity
that
you
guys
look
to
for
help
and
support
the
big
conference
of
big
five
schools
is
an
entity
that
was
originally
intended
intended
just
lobby
and
support
the
big
five
schools
only,
but
over
the
last
couple
of
years
they
have
grown
a
very
small
bit
by
three.
We
are
their
third
and
possibly
last
additional
affiliate
member
and
the
reason
that
they
there's
growing.
So
slowly
is
they're
only
accepting
members
that
have
similar
demographics
and
similar
fiscal
stress
to
the
big
five
schools.
They
all
have
different
fiscal
structures.
S
S
M
M
However,
what
we've
noticed
is
that
there
is
an
additional
need
for
social
workers,
school
psychologists
being
able
to
partner
with
mental
healthcare
providers
for
our
students
looking
at
that
counseling
ratio,
so
that
our
counselors
can
really
get
to
know
students
and
and
try
and
work
with
them
to
see
what
are
some
of
the
supports
that
they
need,
and
so
these
are
some
of
the
unintended
consequences
of
raise
the
age
recognizing
that
our
students
that
may
be
just
as
involved.
They
have
needs
that
are
greater
than
the
schoolhouse.
M
And
so
we
need
to
have
those
wraparound
services
for
our
students
so
that
we
can
help
them
be
successful,
and
so
that
was
also
a
legislative
priority
and
then
our
last
two
are
English
as
a
new
language
and
refugee
students,
we've
seen
a
lot
of
success
at
our
AICE
school,
and
so
we
want
to
make
sure
that
we
are
continuing
those
services
and
as
well
as
our
Community
Schools
model,
we've
seen
a
lot
of
success
by
having
those
supports
right
in
the
schools.
Mr.
M
Johnson
is
at
a
community
school
where
we
have
a
clinic
and
we
have
those
that
access
to
those
wraparound
services
right
there
at
the
school
we've
seen
a
lot
of
success
with
our
students
in
that
model,
and
so
we
would
like
to
advocate
to
add
that
model
to
other
schools
and
filter
it
through
the
district.
Currently
we
serve
eight
schools
with
the
community
schools
model.
P
The
more
that
we
connect
with
the
families,
the
more
that
we
find
out
it's
in
the
four
funding,
there's
a
need
for
a
lot
of
things
because
we're
dealing
with
you
know
when
you
do
the
whole
child
that
includes
dealing
with
the
family,
and
you
know
we
have
to
figure
out
how
to
empower.
You
know:
parents
that
are
struggling
with
their
teenagers
on,
because
there's
they're
going
to
the
school
district
they're
going
to
probation
they're
going
to
the
police
they're
going
anywhere,
and
it's
really
they're
not
getting
any
support.
P
So
when
you
connect
with
the
family,
you
know
we
start
out
dealing
with
the
elementary
student,
but
you
start
finding
out
what's
going
on
with
their
teenage
brothers,
or
you
know,
family
members
that
are
in
the
house
with
them.
So
there's
a
tremendous
need
for
support
because
there's
a
lot
of
holes,
it's
a
whole
lot
of
holes.
So.
M
T
M
T
T
Reserve
funds,
the
district
has
several
designated
or
restrictive,
reserve
funds
that
we
have
held
money
aside
for
specific
purposes
and
needs.
Over
the
last
couple
of
years,
we
have
been
able
to
access
those
reserve
funds
to
offer
some
of
the
cost
on
the
expense
side
and
balance
our
budget.
One
of
the
things
that
was
part
of
the
May
2019
family
project,
though,
was
that
we
utilized
our
capital
reserve
to
offset
that
local
share.
So
when
you
look
at
the
next
page,
you'll
see
evidence
of
that.
We
need
and.
S
So
I'm
just
kind
of
chiming
I,
don't
think
you
have
it
at
a
later
slide.
I
know
many
of
you
follow
the
news
carefully,
as
we
all
do
and
saw
that
we
were
identified
as
susceptible
to
fiscal
stress
and
the
controllers
report.
That
is
really
underlying
this.
That
is
really
the
underlying
foundational
problem
is
that
we
were
using
some
of
our
reserves
in
order
to
prepare
for
our
much
needed
facilities
projects.
So
we
know,
what's
going
on
there,
we
were
we're
in
the
very
lowest
category
which
they
call
susceptible
to
fiscal
stress.
L
S
J
J
S
Although
we
did
a
tribute
part
of
our
unallocated
fund
balance
to
the
capital
reserve
in
preparation
for
that
right,
which
and
Judy
yes,
the
budget
with
the,
but
we
are
on
budget
with
the
Albany
high
project.
We
know
it's
a
very
long
project,
the
first
phase,
as
you
all
know,
we
had
monsoon
season
two
summers
ago.
So
we
lost
a
little
bit
of
time
and
we
did
have
some
unanticipated
consequences,
but
everything
has
been
within
the
contingency
so
far,
and
so
we
were
moving
through
phase
two
rapidly.
That's
what
you're
seeing
built
right
now.
G
T
When
you
look
at
our
revenue
budget
for
projector
for
2021
at
this
time,
we
used
to
the
governor
state
numbers
that
are
a
little
bit
different
than
we
would
have
originally
anticipated
them
being
they're.
Two
hundred
and
fifty
four
point:
six
million
at
this
time
for
revenue,
which
is
four
point,
two
million
dollars
more
than
this
year
or
a
one
point,
six,
four
percent
increase
on
our
budget.
G
S
Side
yeah
so
just
especially
for
Judy
and
Ginny,
who
I
know,
are
used
to
seeing
these
slides
in
this
way.
This
assumes
that
we
increase
the
levy
by
the
tax
cap,
which
is
almost
two
percent,
so
that's
already
built
into
this
revenue
assumption.
So
what
you're
going
to
see
next
is,
in
addition
to
the
tax
cap,
if
any
were
to
not
address
it,
which
should
be
of
course,
though,.
T
G
E
G
E
E
F
G
S
E
T
T
S
S
What
the
budget
was
gonna
be
soon
you're
in
the
middle
of
the
process.
This
number
is
not
going
to
be.
I
will
stake
my
reputation
on
this
one.
This
number,
you
will
never
see
you
go
in
front
of
the
voters.
We
would
never
ever
look
to
this
what's
happening
now.
Is
we
are
figuring
out
behind
the
scenes?
What
to
do
on
the
expense
side
right?
We
are
looking
at
teacher
attrition.
We
are
looking
at
staffing
questions.
S
We
are
looking
at
everything
we
can
on
the
expense
side,
and
we
are
also
continuing
with
our
legislative
priorities
on
the
revenue
side
every
year.
Typically,
what
happens
is
the
governor's
executive
budget
is
one
amount.
The
actual
adopted
budget
includes
an
additional
amount.
This
number
is
prior
to
that
okay,
so
this
is
wearing
the
wrong
like.
We
should
really
not
talk
about
that
with
you
all
until
we're
the
next
stage,
but
because
of
the
way
the
timing
is
we're
here
in
advance
of
that.
Why
it's
the
world
over.
T
M
L
T
S
S
N
S
U
M
S
E
T
T
Our
tax
cap,
as
we
share
with
you,
was
submitted
by
the
statutory
deadline
of
crunch
first
and
we
levy,
except
that's
the
guardian
angel,
our
next
step,
we're
going
to
continue
to
incorporate
the
new
information
that
we
receive
as
it
becomes
available.
We're
finalizing
our
priorities,
we're
refining
all
of
our
projections,
reviewing
our
assumptions
and
then
we
are
continuing
to
respond
questions
and
any
feedback.
The.
M
Maybe
for
another
few
months
or
next
year,
sometime
we've
also
investigated
where
grants
may
come
into
play.
There
are
some
things
that
are
requested
by
schools
that
can
actually
be
grant
funded.
So
we're
looking
at
those
particular
options,
I
mean
Leffler,
is
our
grants
director
and
so
their
state
grants
federal
grants
that
we
can
look
at
so
we'll
see
some
of
those
numbers
change
and
those
things
may
not
happen
this
second,
but
they
may
be
able
to
push
them
out
and
say
we
can
do
them.
M
You
know
next
year
we're
also
looking
at
an
mentioned
attrition.
We
have
several
retirements
that
are
coming
up,
we're
looking
at
where
those
retirements
are
and
what
kind
of
staffing
adjustments
we
may
need
to
make.
We
are
definitely
not
putting
programs
at
the
top
of
the
list,
so
we're
also
making
sure
that
we
look
at
those
programs
that
are
funded
and
maintaining
those
fundings.
So
there's
a
lot
happening
behind
the
scenes
along
the
way
to
work
down.
E
S
S
E
M
G
M
M
A
As
one
of
the
priorities
support
for
English
and
new
language
and
refugee
community
during
the
State
of
the
City
address
that
mayor
talked
about
the
population,
the
city
of
Albany
risin
and
where
we've
seen
most
growth,
is
because
it's
coming
from
the
refugee
community
and
also
telling
my
cousin
Africa
to
come
to
Albany
too.
But
that's.
A
S
Something
that
comes
with
that
many
many
conversations
happen
all
the
time
about
how
we
can
extend
the
Montessori
program,
one
of
the
things
that's
really
nice
and
we
aren't
having
active
conversations
about
moving
schools.
Changing
schools
relocating
schools
right
now,
we
are,
as
I,
think
everyone
probably
remembers
from
when
we
spoke
to
you
last
year.
The
next
big
decision
we
have
to
make
and
I
know
I'm
getting
back
to
your
question.
I
promise
is
whether
we
need
three
three
middle
schools
or
for
middle
schools.
S
Right,
that's
our
very
next
big
question
and
we
will
be
doing
a
demographic
study
again
in
the
next
couple
of
months,
so
that
we
can
make
that
final
determination
once
we
know
that
we'll
know
where
we
sit
on
that
side
and
that
will
give
us
some
flexibility
or
not
in
terms
of
our
building
space,
and
then
we
can
go
on
to
have
that
next
conversation
about
what
else
can
we
do
about
our
schools?
And
what
else
do
we
want
to
do?
What
do
we
want
to
do
about
dual?
S
What
do
we
want
to
do
about
Montessori?
One
of
the
nice
things
that's
happening
at
the
same
time
that
that's
happening
is
it
pedagogically.
The
whole
world
is
becoming
more
Montessori.
Education
is
becoming
more
monitoring
more
about
individual
children
and
letting
them
and
encouraging
them
to
sort
of
figure
out
what
they
need
to
learn
now
and
working
in
small
groups
and
doing
teachers
as
guides
as
opposed
to
sort
of
the
talking
and
talking
in
large
groups.
All
of
that
which
is
really
influenced
by
Montessori
is
happening.
A
M
So
we've
been
working
over
the
past,
probably
since
the
beginning
of
this
month,
when
information
was
coming
out
from
the
State
Department,
we
put
out
information
on
our
website,
we've
sent
it
to
our
parents,
we've
also
put
information
out
via
snn.
Of
course,
we
look
at
sanitization
we're
looking
at.
What's
done
local
level
within
all
of
our
schools,
we
are
looking
at
a
tiered
system,
should
anything
happen
and
things
escalate,
so
I'll
start
at
the
lowest
level
and
move
to
the
highest
at
the
lowest
level.
M
The
next
level
would
be
if
it's
one
school,
two
or
three
schools,
and
then
the
next
level
would
be
if
it's
district-wide
and
then
the
next
level
is
district-wide
and
citywide,
because
it's
very
different
if
the
entire
city
shuts
down
or
if
it's
just
the
school
district
that
shuts
down
operationally.
We
have
the
capacity
and
the
ability
to
operate
from
home
to
do
remote,
for
example
our
business
and
finance
department,
so
that
we
can
still
run
payroll
and
things
like
that.
They
have
the
capability
of
doing
that.
M
We
have
tested
that,
and
so
we're
ready
to
go
should
anything
happen
there,
the
other
pieces
with
regard
to
instructional
materials.
We
are
looking
at
a
resource
Bank
and
those
things
are
being
pulled
together
as
we
speak:
Resource
Bank
for
materials
for
parents
and
for
students
tearing
it
out
with
Regent
courses,
AP
IB
courses.
Then
you
look
at
the
core
courses
of
ela
and
mathematics.
M
What
resources
would
be
available,
knowing
that,
for
example,
if
the
district
shuts
down
for
two
weeks
we're
not
going
to
pick
up
instruction
where
it
would
have
been
after
two
weeks,
we're
gonna
have
to
go
back
and
do
some
wee
teaching.
We
absolutely
understand
that
and
know
that
so
we're
putting
together
those
resources
to
make
them
available.
We
are
considering
the
digital
divide.
Everyone
may
not
be
able
to
have
access
or
anything
like
that,
so
we
have
workbooks.
M
We
have
the
text
books
and
things
like
that
that
we
would
send
home
with
students,
and
we
would
work
through
that
way,
knowing
that
there
will
be
a
challenge
with
accountability.
However,
that's
where,
when
students
come
back
to
school,
that's
where
the
reteaching
would
take
place
and
we
would
be
able
to
move
forward
from
there.
The
other
components
that
we
are
looking
at.
M
We
are
in
contact
with
the
State
Department,
as
well
as
with
both
C's,
because
there
are
certain
things
contractually
with
our
employees
that
we
have
to
consider,
and
so
there
may
be
waivers
with
time
and
things
like
that
that
we
have
to
work
through
those
things.
They'll
have
to
come.
You
know,
for
example,
it
is
as
part
of
the
state
we
could
not.
M
The
last
day
of
school
is
the
last
day
of
Regents,
so
we
don't
necessarily
determine
that,
so
the
state
would
have
to
give
us
a
waiver
if
we
needed
to
extend
the
school
year
or
if
we
needed
to
start
the
school
year
earlier.
So
there
are
a
lot
of
things
behind
the
scenes
that
will
have
to
take
direction
from
the
state
department
with,
and
then
we
have
guidance
coming
out
from
the
State
Department
with
regard
to
that
and.
S
The
other
piece
you
have
into
in
which
I
know
we've
talked
about
a
lot
is
they're
also
involved
in
pre-planning
around
food.
Even
for
students.
You
know
many.
Many
of
our
students
get
two
meals
a
day
in
schools.
So
I
know
that
our
director
of
food
service
has
been
in
conversation
already
trying
to
think
about
how
we
would
distribute
food
and
how
we
could
distribute
food
to
children
who
would
otherwise
go
hungry
if
they're
not
school.
So
that
is
a
really
critical
aspect
of
the
planning.
That's
happening.
J
S
J
J
J
E
E
L
S
S
F
For
participating
and
working
with
neighbors
in
my
community,
specifically
with
issues
last
night
principal
only
hire
you
and
understand,
attended
meeting
to
discuss
those
specific
issues.
I
appreciate
it.
My
name
is
appreciated
that
the
residents
appreciate
that,
like
I
said
it
was
the
first
time
in
over
10
years
that
I've
attended
those
meetings
that
we
had
the
principal
from
high
school
would
tank.
So
they
were
really
felt
there's
a
good
step
forward,
and
thank
you
for
that.
F
M
O
V
V
V
V
V
Of
the
program
had
been
now
basically,
the
first
question
we
had
with
the
school
district
data
was
who
participates
in
the
Summer
Youth
Employment
Program.
Do
the
participant
really
look
much
different
than
the
non-participants?
This
was
an
important
thing
for
us
to
find
out
because
we
wanted
to.
Ideally,
we
wanted
to
see
that
the
Summer
Youth
Employment
Program
had.
V
Representative
profile
of
youth
participating
that
these
kids
weren't
already,
you
know
coming
from
more
advantaged
circumstances
or
higher
achievers
or
whatever,
but
they
were
pretty
typical
of
cities,
school
district
of
Albany
students,
and
we
started
out
with
about
13,000
kids,
who
were
enrolled
in
the
school
district
at
some
point
between
2008
and
2018,
and
we
looked
at
their
characteristics
from
school
district
records
and
what
we
found
was
that
there
were
a
whole
lot
of
huge
differences.
Most
of
the
differences
were
statistically
significant
because
we
did
have
a
very
large
sample.
But
if.
V
V
We
looked
at
was
residents
in
a
target
neighborhood,
we
kind
of
borrowed
the
target,
neighborhood
concept
from
the
Albany
promise
program,
which
I
think
most
of
you
probably
also
at
least
somewhat
familiar
with,
and
those
neighborhoods
were
based
on
the
that
pretty
much
correspondent
with
Arbor
Hill,
the
South
End
and
the
West
Hills
neighborhoods,
and
those
numbers
are
pretty
similar
between
the
kids
who
participated
in
SIA
versus
those
who
did
not
on.
We
did
see
some
racial
ethnic
differences.
D
V
Some
differences
so
far
as
economic
disadvantage
and
we're
not
really
sure
how
good
the
quality
of
this
data
was.
It
was
based
on
free
or
reduced
lunch,
and
we
think
in
fact,
we're
pretty
sure
it's
an
under
estimate
for
the
school
district,
but
we
don't
really
have
any
reason
to
believe
that
it
wasn't
underestimated
consistently
between
the
two
groups
or
presenting
it
anyway,
and
it
would
appear
that
the
kids
who
participated
in
SIA
were
quite
a
bit
more
likely
to
be
from
an
economically
disadvantaged
family.
V
V
M
V
We
start
controlling
for
the
characteristics
of
the
participants
and
we
find
that
the
effect
that
we
thought
we
have
starts
to
get
smaller
in
this
case
after
controlling
for
demographics,
GPA
other
risk
factors.
We
actually
found
that
the
difference
between
the
SIOP,
kids
and
the
other
kids
had
gotten
much
larger
when
you
held
constant
for
those
factors.
G
V
V
The
next
thing
we
wanted
to
look
at
was
how
how
the
program
may
be
differentially
benefited
kids
by
their
academic
performance,
and
so
we
broke
GPA
in
their
most
recent
school
year
into
basically
five
groups.
You
know
the
lowest
20%,
the
next
lowest,
the
middle
20%,
excetera,
etc,
and,
as
you
can
see
again,
the
Siot
its
graduated
in
at
least
somewhat
of
a
higher
rate
in
all
of
the
GPA
groups.
V
E
V
An
employer
survey
I'm
not
going
to
talk
about
that
today,
so
I
think
the
youth
experiences
are
more
interesting.
We
wanted
to
learn
about
how
they
experienced
the
program,
how
it
affected
their
attitudes
about
work
in
school
and
how
they
have
changed
their
ideas
about
the
kind
of
future
they
envisioned
for
themselves.
V
V
We
found
one
of
the
first
things
we
found
was
that
SIA
is
an
initial
work.
Experience
for
the
vast
majority
of
these
participants,
94%
of
kids
reported
that
they
were
either
getting
their
first
work
experience
with
SIA
or
had
gotten
their
first
experience
with
SIA
in
a
previous
year,
71%
said
that
their
experience
was
would
fit
with
what
they
have
been
looking.
O
V
V
They
were
asked
to
indicate
which
of
these
skills
are
related
to
their
academic
performance
if
they
felt
SIA
helped
them
with.
As
you
can
see,
42
percent
of
these
kids
said
that
the
program
can
help
them
with
their
problem-solving
and
their
critical
thinking.
Skills.
42
percent
said
the
program
health
of
other
time
management
skills.
A
third.
M
V
V
They
were
also
asked:
how
did
the
SIA
help
you
prepare
for
a
future
employment
and
58%
of
the
kids
said
that
it
taught
them
to
show
up
on
time.
57%
said
it
taught
them
how
to
work
in
teams.
53
percent
said
it
tough.
On
communication
skills,
48
percent
said
it
helped
them
learn
to
accept
feedback
now.
I
think
this
is
really
important,
because
these
are
exactly
the
kind
of
soft
skills
that
are
in
demand
place
through
the
kind
of
skills
that
will
serve
these
kids.
No
matter.
M
V
86%
reported
that
their
experience
to
help
them
prepare
for
a
future
job
and
91%
agree
that
they
could
gain
skills
that
may
be
needed
in
a
future
job
when
they
were
asked
specifically
about
different
statements
about
how
this
had
affected
their
ideas
about
their
future.
42%
said
that
they
have
more
confidence
and
whatever.
G
V
V
Yeah
yeah,
now
all
the
numbers
up
to
this
point
included
the
camp
counselor
as
well.
Friday
enrichment
numbers
do
not
include
that,
so
this
is
based
on
53
percent
of
the
students
and
the
Friday
enrichment
activities
included
a
financial
literacy
workshop
at
or
if
you
Albany
a
new
year
rights
workshop
career
exploration
and
67
percent
of
the
kids
agree
that
they
learned
a
lot
from
participating
in
Friday.
V
Again
related
to
of
the
findings
that
we
have
for
graduation
late,
it
was
youth
living
in
the
target
neighborhoods
that
we
found
were
more
likely
than
the
other
kids
to
agree
that
they
learned
a
lot
from
the
Friday
Richmond
program
and
that
the
program
gave
them
knowledge
or
skills
that
would
help
them
prepare
for
future
work.
So
this
is
consistent
with
what
we
were
seeing.
The
kids
that
may
have
the
most
challenging
circumstances
or
doesn't
I
seem
to
be
the
ones
who
are
benefiting
the
most
from
this
program.
V
In
terms
of
overall
satisfaction,
the
numbers
were
incredibly
high.
95
94
percent
were
satisfied
with
their
work
experience.
95
percent
were
satisfied
with
a
participation
of
the
program.
85
percent
wanted
to
participate
in
SIA
next
summer,
and
for
those
who
could
it
was
mostly
because
they
expected
to
have
a
better
job.
That
was
a
bob,
almost
two-thirds
of
those
who
did
not
think
that
they
would
participate
again.
Most.
V
Are
expected
to
no
longer
be
eligible
for
the
program
are
not
living
in
Albany
or
to
be
in
school
of
that
point,
so
you
know
only
8%
of
the
15%
who
did
not
expect
to
participate
so
that
they
didn't
have
a
good
experience.
So
this
was
pretty
a
pretty
compelling
endorsement
of
the
program.
I
think
these
youth
who
participated.
V
V
V
And
they
report
positive
impacts
of
the
program
on
their
academic
skills,
the
future
employability
and
their
expectations
about
their
own
futures.
They're,
overwhelmingly
satisfied
with
their
experience
of
the
program.
They
want
to
participate
again.
So
this
is
something
rare
for
us
as
evaluators
that
we
evaluate
a
program
that
has
this
much
good
news.
I
mean
this
just
seems
to
be
a
lot
of
things
happening
in
this
program
from
the
more
subjective
reports
of
the
kids
to
the
actual
graduation
numbers.
V
V
P
My
question
has:
an
educator
is
a
program
that
meets
four
times
a
week
for
roughly
seven
weeks.
So
we
talk
about
28
days,
the
language
that
has
been
shared
by
the
mayor,
because
it
didn't
say
projected
he
is
saying
that
it
had
an
effect
on
the
high
school
graduation
rate,
and
so
one
of
the
questions
that
I
started
accident
around
is
how
you
know:
how
could
these
numbers
be
substantial
and
some
of
the
feedback
that
I
get
is
it
would
be
hard
for?
It
would
be
substantiated
because
of
privacy.
O
F
P
V
P
P
Parents
rely
off
of
that
opportunity
and
you
know
one
thing
that
I
will
say
is
that
one
of
the
positive
things
that
I
heard
that
the
kids
are
getting
more
money,
but
you
know,
as
an
educator
you
know.
I
was
very
interested
in
to
hear
how
you
came
up
with
this
him.
Like
I
said
you
know,
you
know,
I
have
I'm
an
employee
of
the
school
district,
so
you
know
I
had
conversation
and
so
the
way
it
was
presented
to
me.
P
I'm
just
listening,
you
know
what
I
think
I've
heard
and
so
and
my
question
is
always
because
a
lot
of
times
things
are
presented
to
our
community
as
part
or
in
a
lot
of
times,
there's
projections.
So
what
I
was
looking
for
really
is
the
because
when
you
could
prove
something
to
me
you
know
then
I
could
let
it
go.
P
Q
That
Corelli
children
is
not
equal
to
cosec
sure,
but
what
we
are
seeing
is
that
any
individual
level
data
as
many
control
variables
that
we
put
there
is
stronger
that
relationship,
and
that
means
that
the
effect
is
higher.
That
means
that
whatever
it
is
happening
in
the
six
weeks,
seven
weeks
with
whatever
else
is
happening
in
the
life
of
that
people
during
the
year,
because
you
cannot
put
out
that
they
have
something
happening
during
the
year,
but
we
are
not
measuring
the
WrestleMania.
C
Q
Yes,
but
we
don't
have
that
parallels
the
burdens
that
we
have,
that
we
can
control
praising
in
city
neighborhood
like
food,
whatever
we
have
to
possibly
put
there,
we
use
the
possible
decrease
that,
because
that
is
my
job.
We
try
to
decrease
that.
That
correlations
all
the
time,
and
in
this
case
that
didn't
happen,
and
for
that
reason
is
that
strong,
because
seeing
it
from
the
perspective
of
individual
level
data
at
the
level
to
them
and
having
that
different.
So
that
is
for
big
and
he's
reading
for
today
and.
P
O
Q
M
Q
H
U
My
gosh
I
think
you
had
it
actually
you're
also
providing
recommendations
in
addition
to
this
evaluation
of
gravity.
So
are
you
focusing
on
the
are
you
going
to
recommend
that
they
focus
on
students
with
a
lower
GPA
just
given
that
that
difference
of
graduation
Murray
was
so
much
higher
than
that
population?
Yet.
Q
We
make
their
recommendations
in
turns
off
the
same
things
that
you
are
seeing
here
of
their
tres
hold,
that
impact
more
those
kids
with
lower
GPA
and
in
communities
that
are
like,
like
that,
when
we
are
told
that
the
encourage
communities
or
the
target
zones-
and
we
do
we-
make
that
recommendation
well,
have
you
shown
to
that
recommendation
women
recommendation
and
how
they
need
to
collect
data?
The
process
of
surveying
these
participants
on?
Q
L
Q
A
F
F
G
V
Were
kids
who
participated
and
who
did
not
participate
but
who
were
not
still
enrolled
in
the
Albany
School
District,
because
a
lot
of
that
13,000
are
still
students
and
had
not
transferred
out
of
the
Albany
School
District,
because
there's
a
lot
of
transfers
out
of
the
district.
So
a
lot
of
those
13,000
kids,
they
never
graduated
from
Albany
the,
nor
did
they
drop,
that
they
transferred
to
Guilderland
or
to
a
GED
program
or
some
other
educational
setting.
I
guess.
F
G
G
F
V
N
P
O
P
I'm
just
saying
the
way
is
being
presented,
and
you
know
when
it's
presented
in
the
mayor's
budget
and
is
in
the
state
of
the
state
it
should
be,
you
should
be
able
to
perform
improve.
It
should
be
able
to
be
that
it
shouldn't
be
any
I
shouldn't
walk
out
of
here,
I'm
certain
after
him
after
meeting
with
the
the
people
that
did
the
actual
study.
So
that's
the
part
that
is
a
little
uncomfortable.
Then
you
look
at
only
Weston,
but
I
mean
it
opens
up
the
door
to
say
other
53%.
F
E
My
question
about
this
is
I.
Am
somebody
cares
very
much
about
this
program
very
positive
on
this
program?
I
mean
sometimes
kids,
don't
necessarily
have
the
best
supervisor
in
their
lab.
This
black
and
I
think
this
city
has
been
doing
things
to
try
and
discourage
that
kind
of
prevent
that
kind
of
experiences.
They
are
at
learning
some
responsibility,
I
love
the
fact
that
there's
these
Friday
enrichments
etc.
However,
I
also
think
home
life.
G
E
G
Q
But
no
reason
be
porridge.
Some
of
their
targets.
Homes
are
so
important,
because
what
that
research
say
is
that
targets
in
porridge
areas
are
correlated
to
more
problems,
gain
powers
or
more
problems
with
not
going
to
school,
or
things
like
that
when
we
then
define
those
areas
that
are
the
importance
of
are
the
targets
I'm
setting
in
for
half
a
barrage
and
souls
were
horns
is
because
of
that
is
because
that
areas
in
the
context,
all
of
their
research,
have
a
bigger
definition.
O
V
E
W
E
F
V
F
What
is
the
number
you
know
in
those
ranges,
so
you
know
do
we
have
you
know,
do
we
have
3,000
that
are
in
the
60
and
plus
all
that
we
have
it?
You
know
the
other
way
around
I
think
that
helps
at
least
we.
You
know
it
looks
great
over
there
pretty.
You
know
22
percent
of
our
kids
memory,
but
it's
down
in
10,
15,
kids,
I.