►
From YouTube: Committee on Education on December 5, 2017
Description
Docket #0293 - re: Boston Public Schools Student Assignment Process
A
On
education
and
tonight,
I
want
to
remind
you
that
this
is
a
public
hearing,
it's
being
recorded
in
broadcasts
on
Comcast,
8,
channel
8
and
RCN,
channel
82
and
Verizon
1964
and
online.
Please
silence
your
cell
phones
and
other
devices.
We
will
also
take
public
testimony
and
would
appreciate
it
if
you
would
sign
in
in
the
back
and
please
check
off
the
box
to
testify.
Please
state
your
name
and
affiliation
residents
and
limit
your
comments
to
a
few
minutes
to
ensure
that
all
comments
and
concerns
can
be
heard.
A
A
Our
review
of
these
very
important
decisions
that
were
made
and
in
particular
to
determine
whether
or
not
our
young
people
and
our
families
are
being
better
served,
whether
or
not
they
are
being
served
worse
or
what
changes
need
to
occur.
One
of
the
most
important
lapses
in
the
EAC
process
that
determined
the
Homebase
was
a
lack
of
evaluation
of
the
number
of
seats
available
in
each
neighborhood,
in
particular
in
level
one
schools.
A
So,
although
there
is
a
basket
of
schools
that
is
provided
to
families,
we
know
that
there
are
not
seats
in
all
of
those
highly
chosen
schools,
and
that
is
a
critical
component,
and
so
tonight
we
look
forward
to
dealing
with
these
issues
of
the
actual
assignment
process,
the
algorithms
involved
in
it.
How
well
it
is
serving
the
communities.
But
we
also
would
like
to
hear
also
about
some
of
the
administration's.
A
Should
I
put
it
connections
with
organizations
around
unified,
enrollment
and
the
like?
That
would
actually
affect
the
assignment
process
and
then
the
number
of
students
in
the
Boston
Public
Schools,
as
well
as
where
they
go.
So
these
are
critical
issues
that
I
believe
need
to
be
addressed,
and
it
is
critical
that
the
Boston
Public
Schools
deal
with
these
issues
urgently.
A
Parents
have
waited
well
over
and
in
fact,
we
probably
have
folks
who
started
at
a
high
school
and
maybe
graduating
this
year
that
we've
waited
so
long.
So
I
think
it's
a
really
important
and
urgent
that
we
deal
with
these
matters
tonight
and
I
do
need
to
read
into
the
record
as
I
have
Monica
Roberts
come
down
a
letter
from
Anissa
asabi
George,
and
it
says,
dear
chairperson,
Jackson
I
regret
that,
due
to
a
long-standing
scheduling,
conflict
I
am
unable
to
attend
tonight's
hearing
on
docket
0
to
9
3
bps
student
assignment.
A
A
In
addition
and
I
do
want
to
acknowledge
my
colleague,
Tim
McCarthy,
who
was
also
joined
us
from
Hyde
Park.
This
also
an
additional
letter
from
councilor
Jana
Presley
dear
mr.
Chairman
I
regret
that,
due
to
a
long-standing
scheduling,
commitment,
I
will
not
be
able
to
attend
this
evenings
Committee
on
education
hearing
regarding
Boston
Public
School
student
assignment
process.
I
want
to
thank
the
chair
for
hosting
this
important
hearing
to
understand
the
impact
that
changes
in
a
student
assignment
process
has
been
on
equity
and
access
of
high-performing
schools
across
the
entire
city.
A
I
look
forward
to
reviewing
the
tape
and
hope
that
the
greater
understanding
of
these
impacts
will
make
the
council
an
even
more
effective
advocate
for
high
quality
education
for
every
child.
I
will
have
my
staff
present
at
the
hearing
and
will
be
reviewing
the
recording,
Thank
You
councilor
Pressley
Tim.
Would
you
like
to
council
McCarthy
would
like
to
make
an
open
statement.
B
Thanks
mr.
chair
and
welcome
I'm
here
to
listen,
you
know
my
continued
discussion
with
public
schools
and
my
neighborhood
continues
to
be.
You
know:
I
can
throw
a
paper
airplane
into
the
school
across
the
street,
but
I
got
sent
to
Dorchester.
So
you
know
it's
the
same
issue
we
have
every
year
and
unfortunately,
it's
been
going
on
for
a
while.
So
I'm
really
here
to
listen
and
and
hope
that
the
changes
that
have
been
implemented
will
continue.
B
A
You
and
I
think
I
do
want
to
know
that,
according
to
the
policy
that
the
school
committee
adopted
in
2013
there
supposed
to
be
an
annual
report
by
the
bps
to
the
Boston
School
Committee
in
to
the
Boston
City
Council
on
or
before
October
1st
of
each
year
that
reports
on
changes
in
equitable
access
to
quality
seats
for
all
students,
as
well
as
changes
to
academic
performance
and
overall
quality
of
schools.
So
I
hope
that
in
your
remarks,
you
are
able
to
address
this
requirement,
which
was
actually
agreed
to
and
I.
A
C
C
Stern,
who
is
our
director
of
performance
management
and
office
of
data
and
accountability?
I
want
to
thank
you
for
having
us
here
tonight.
The
chairman
and
council
McCarthy,
so
I
have
a
few
remarks
and
then
I'm
sure
you
have
questions
on
March
13
2013,
the
Boston
School
Committee
approved
a
home
based
model
of
school
choice.
The
plan
was
developed
through
the
work
of
the
external
Advisory
Committee
on
school
choice
or
EAC,
and
partnership
within
with
a
set
of
students
from
MIT.
C
C
The
home-based
student
assignment
system
recommended
by
the
EAC,
was
to
give
families
access
to
a
minimum
of
six
schools
on
their
list,
to
Tier
one
schools
to
Tier
one
or
two
schools
and
to
Tier
one
two
or
three
schools.
In
addition,
every
school,
within
a
mile
of
a
student's
home
address
and
all
citywide
options
are
on
a
student's
list.
The
Boston
Public
Schools
also
includes
option
schools
on
school
choice
list
to
ensure
efficiency
capacity
across
the
district.
C
In
addition,
there
are
the
assignment
plan
includes
other
provisions
for
special
populations,
so
we
have
an
ela
overlay
as
well
as
part
of
its
recommendation
to
the
home
based
assignment
plan.
The
EAC
recommended
that
the
district
approved
an
annual
report
to
the
mayor
school
committee,
City,
Council
and
community
honorable
for
October
1st
of
each
year.
This
recommendation
was
accepted
by
the
Boston
School
Committee.
There
have
been
two
limitations
to
conducting
an
annual
equity
analysis.
First
I
am
told
that
MIT
team
advised
the
EAC
and
district
prior
to
adoption.
C
That
three
years
of
data
would
be
needed
to
do
a
statistically
valid
and
actionable
equity
analysis.
This
was
in
part
due
to
the
phasing
in
of
grades.
Early
annual
reports
would
be
limited
to
trend
identification
which
the
district
who
used
to
predict
future
outcomes.
However,
the
data
from
such
reports
would
not
be
considered
actionable
in
terms
of
decision
making.
C
Second,
in
the
initial
three
years
of
the
implementation
of
the
home
based
plan,
the
mass
department
of
elementary
and
secondary
education
changed
the
assessment
system
from
M
Casta
Park,
making
it
difficult
to
compare
Apple
compare
data
from
year
to
year.
Both
of
these
issues
have
complicated
the
ease
of
conducting
the
analysis.
We
recognize
the
frustration
this
has
caused
the
Boston
community.
C
But
this
year
the
end
of
the
2015-2016
school
year
marked
the
dirty
of
implementation
of
home
base
and
the
transition
of
the
enrollment
services
and
assignment
office
under
the
Welcome
Services
umbrella
within
the
office
of
engagement,
so
that
it's
under
my
office
at
the
end
of
the
2016
calendar
year,
the
office
of
engagement
hired
a
deputy
director
of
evaluation
and
programs,
which
is
dr.
harvey
who,
among
other
things,
would
oversee
the
process
of
conducting
and
equity
analysis.
C
With
this
hire,
the
district
began
meeting
with
the
school
quality
working
group
to
gather
input
to
help
inform
the
development
of
an
invitation
for
bid
for
prospective
evaluators.
The
then
chairman
O'neill
had
recommended
that
when
we
were
thinking
about
what
school
committee
task,
force
or
group
would
make
the
best,
it
would
be
best
to
have
oversight.
The
school
quality
working
group
was
the
one
that
was
recommended
in
the
spring
of
2017.
The
office
of
engagement
and
launched
an
invitation
for
bid
committee
to
help
finalize
invitation
for
bid
and
to
review
the
responding
proposals.
C
The
committee
included
representation
from
the
opportunity,
achievement
gap,
office
and
task
force,
the
special
education
office,
the
English
Learner
language,
learner
office
and
task
force.
The
finance
department
is
planning
an
analysis,
division,
the
equity
office,
academics,
office,
school
quality,
working
group
members
as
well.
The
invitation
for
bid
was
managed
by
the
Boston
Public
Schools
business
office
Services
office,
on
concert
with
the
city
of
Boston.
The
dates
have
been
advertised,
but
I'm
closing
are
set
by
business
services
with
Vince
generally
being
open
for
about
three
weeks.
C
The
Biddeford
equity
analysis,
number
nine,
nine
eight
purchase
of
services
of
a
vendor
to
provide
an
eclair
analysis
of
home
base.
Assignment
plan
was
advertised
on
the
city
record
from
September
18
through
October
6th
2017
the
office
of
engagement
research
and
received
recommendations
from
prospective
bidders
from
a
number
of
members
of
the
school
quality
working
group.
The
home-based
equity
analysis,
IFV
committee,
as
well
as
other
bps
offices
and
independent
parties.
C
The
list
of
potential
bidders
were
submitted
to
the
business
service
offices,
which
directly
invited
the
listed
organizations
to
respond
to
the
bid.
In
addition,
the
bid
was
also
by
some
community
members
who
indicated
that
they
would
in
turn
share
the
bed
with
prospective
evaluators,
while
several
organizations
expressed
interest
throughout
the
process,
EPS
received
two
submissions.
Both
were
responsive
and
responsible.
C
The
first
bid
was
submitted
by
Alvis
educational
consultants,
group
limited
for
one
hundred
and
forty
three
thousand
seven
hundred
fifty
dollars
and
a
second
vid
was
from
the
Boston
area,
research
initiative
Barbie
for
fifty
six
thousand
two
hundred
and
seventy
seven
dollars.
The
home-based
equity
analysis
committee
received
both
bids
by
email
on
October
6
for
review
and
subsequent
discussion
at
a
subcommittee
convening
on
October
11.
At
this
meeting,
the
committee
discussed
the
merits
of
the
two
BISM
whether
there
was
sufficient
reason
not
to
award
the
bid
in
business
to
the
lowest
bidder.
C
Guidance
from
our
business
services
office
indicated
that
the
bridge
should
be
awarded
to
the
lowest
bidder
except
extreme
cases
where
the
bid
was
not
responsive
and
responsible.
The
committee
determined
that
the
lowest
bid
met
the
standards
and
was
not
materially
weaker
than
a
higher
bidder
and
therefore
staffed
at
the
lower
bid.
C
Given
the
requirements
of
the
bidding
process
and
a
time
required
to
secure
a
contract,
the
work
will
not
be
able
to
begin
until
later
this
month,
bps
would
like
to
collaborate
with
the
community
and
build
their
understanding
of
the
analysis,
including
the
questions
we
are
asking
and
get
feedback.
Regarding
the
questions
community
members
would
like
us
to
ask.
We
believe
that
transparency
and
inclusiveness
with
bps
stakeholders
will
make
the
work
stronger
and
allow
for
confidence
in
the
results.
C
We
look
forward
to
presenting
the
initial
analysis
of
the
home-based
model
in
the
spring
of
2018
and
annually
thereafter.
In
addition
to
the
equity
analysis,
the
office
of
engagement
has
begun
other
offices
to
improve
and
increase
efficiency
and
school
choice,
registration
and
assignment.
We
have
piloted
and
expanded
a
queuing
system
to
support
families
coming
in
to
register.
Historically,
families
wait
up
to
five
hours
without
any
clear
indication
of
wait
time
and
listen
to
leave
a
return
to
a
Welcome
Center
and
keep
your
space
online.
C
Today,
families
are
able
to
come
getaway
time
estimate
and
leave
to
conduct
out
the
business
they
receive
a
call
or
text
a
prompt.
They
return
to
the
center
so
they're,
not
there
all
day.
Many
episodes.
Families
coming
to
register
during
the
school
year
can
leave
with
their
assignment
the
same
day
using
our
single
visit
assignment
system
so
where
we
have
started
automating
some
things.
C
Instead
of
being
an
administrative
Lea
signed
to
a
school
families,
can
select
the
school
on
a
home
based
list
with
an
open
and
available
seat
and
then
be
placed
on
a
waitlist
for
schools
that
do
not
have
an
open
scene.
Additionally,
the
office
of
engagement
has
partnered,
with
City
Hall
on
a
go
and
provide
a
pop-up
welcome,
centers
to
bring
registration
and
other
transactional
services
to
families
and
their
neighborhoods.
We
are
also
implementing
the
school
poli
framework
for
this
school
this
year.
C
C
School
choice,
communication,
materials
to
families
to
ensure
access
and
clarity
of
information
for
all
families,
there's
some
things,
helping
families
understand
the
formation
of
the
coolness
and
the
lottery
and
assignment
processes.
Pbs
is
committed
to
continuous
improvement
of
our
family
experience,
including
recommended
need
adjustments
to
the
home
base
school
assignment
plan
based
on
analysis.
A
We
need
to
acknowledge
that
many
of
our
children
are
only
in
the
Boston
Public
Schools.
For
12
years.
We
are
approaching
almost
half
of
the
time
that
a
young
person
would
be
in
the
Boston
Public
Schools
to
determine
whether
or
not
we
made
could
did
it
there's
one
possibility,
which
is
that
we
could
have
made
a
really
bad
mistake.
A
We
don't
know
or
have
data
and
and
I,
don't
know
that
I
by
the
statistically
significant
component.
So
if
we
knew
that
the
data
was
going
to
get
better
over
the
course
of
time,
what
I'm
hearing
is
that
the
end
of
one
year
does
not
give
us
what
we
needed.
You
need
an
end
of
three
years,
but
there
is
data
that
we
could
have
had
from
year,
one
and
then
there's
data
you
would
have
derived
from
year
two
and
then
in
the
third
year.
A
You
would
just
need
that
one
year
of
data
and
he
could
tell
us
what's
going
on
and
so
I
think
this
process
is
absolutely
flawed-
that
Boston
Public
Schools
from
day
one
for
something
that
caught
you
have
a
1.2
billion
dollar-plus
budget.
This
is
56
thousand
dollars
and
you're
just
letting
it
right
now
and
you
won't
be
able
to
codify
this
contract
until
2018
by
the
way
I
won't
be
here
in
2018.
I
said:
that's
luck!
That's
how
long
that
this
process
has
actually
taken,
and
so
I
think
it's
pretty
frustrating
and
upsetting
that.
A
Yes,
there
are
modifications
that
have
happened
and
changes
to
MCAT
versus
Park
common
core
and
all
of
those
things
that
have
happened,
but
we
are
not
acknowledging
the
fact
that
parents
were
promised
this.
The
community
was
promised
this
and
this
organization
the
Boston
City
Council
was
was
was
promised
this
so
I
guess
one
question:
why
don't
we
have
this
capacity
in-house
to
do
our
own
tracking.
A
A
A
The
this
process
means
and
I
now
take-
gives
the
Perry
school.
For
example,
one
of
the
modifications
that
has
not
been
made
is
that
a
great
deal
of
the
the
area
around
the
Perry
school
that
is
part
of
their
basket,
is
in
the
water
and
that
has
not
been
modified,
and
so
there
are
actually
seats
across
the
city
and
I'd
like
to
hear.
If
you
have
any
information
about
those
numbers
that
are
unfilled,
in
particular,
with
early
early
ed
or
kindergarten
seats,
do
we
know
that
do
we?
Do
we
have
any
information
about
that.
C
The
parry
issue
is
not
just
a
catchment
area
issue.
It's
really
when
we
our
system
of
tearing
lists,
you
have
several
schools
in
that
area
with
the
same
tier
and
that
is
actually
part
of,
because
Perry
is
a
little
further
away
than
the
other
schools
of
families
and
they
all
have
the
same
tier.
That
is
actually
the
challenge.
So
if
it
we
had,
it
shifted
in
tier,
but.
A
A
Let
you
do
that,
but
we
don't
have
that
opportunity
to
do
that
and
that
young
person
missed
out
on
that
year
that
family
missed
out
on
the
opportunity
to
do
the
thing
that
we
know
is
actually
best
and
the
data
that
I've
seen
is
that
your
early
education
programs
actually
are
awesome
and
they
close
the
gap
and
students
of
color
poor
kids
in
Boston
actually
do
better
than
most
and
actually
in
the
country
right.
So
this
there's
a
waste
there.
I
guess.
A
Because
I
would
love
a
response
from
the
Boston
Public
Schools
to
understand
that
they
were
advised
advising
the
administration
around
these
issues
around
unified,
enrollment
and
I
and
I
see
this
as
a
as
an
issue,
because
the
Boston
Public
Schools
is
in
a
competitive
situation
here
and
the
question
is:
are
we
competing
or
we
handing
it
over
to
the
people
who
were
competing
with
and
so
I
would
love
to
hear
if
there
I
would
just
a
bunch
of
employees
in
bps
who
have
this?
This
knowledge
base?
B
It
was
a
bit
like
a
disclaimer
at
the
end
of
a
drug
commercial
though
it
was
fast,
like
I
really
was
have
a
struggling
following
it,
but
what
I
did
come
out
is
the
the
two
questions
that
it
really
just
definitions.
For
me,
you've
mentioned
equity
analysis.
Several
times
can
I
have
the
definition
of
what
BPS
believes
is
equity
analysis.
D
What
we're
looking
at
is
both
is
students
access
to
both
high
quality
schools
on
their
list,
as
well
as
access
to
high
quality
seats,
so
where
we're
going
to
determine
if
all
students
have
that
access,
but
with
two
seats
and
two
schools
so
just
having
a
school
on
your
list,
doesn't
necessarily
mean
that
there's
a
seat
in
that
school
for
your
child
that
you're
at
that
grade
with
the
program
that
they
want.
So
we're
really
going
to
look
both
schools
and
seats
and
look
at
all
the
variables
kid.
The
student
variables.
A
D
A
So
with
that
said,
if
that's
an
equity
analysis,
why
did
you
have
to
wait
three
years
all
right,
cuz?
That's
not
that
right!
There
is
exactly
what
we
all
want
to
know
right
and
it
didn't.
It
doesn't
take
three
years
of
data
to
know
that
that
that
Tim's
son
didn't
get
into
the
school
that
was
across
the
street
right.
D
D
Yes,
we
could
have
done
something
in
the
first
year,
but
you
know
that
just
tells
us
about
one
year.
What
we're
doing
in
the
equity
analysis
is
looking
at
the
zone
and
three
years
of
zone
the
last
three
years
of
zone
in
the
first
three
years
of
home
base
to
compare
so
we
can
look
within
the
home
base
assignment
plan
and
how
I
could've,
oh,
that
is
in
and
of
itself
and
then
we're
also
gonna.
Compare
it
to
three
years
of
zone.
B
B
A
B
But
you
know
I
literally
have
had
families
now
who
live
in
Walpole.
In
fact,
one
in
particular
was
very
active
in
the
community
ran
the
hockey
league
did
wonderful
things
in
the
community.
First
son
didn't
get
in
second
son.
Didn't
get
in
daughter,
didn't
get
in
finally
had
enough
moved
to
Walpole,
and
then
this
October
got
a
letter,
hey
great
you're
in
the
Roosevelt
school
he's
already.
If
you
read
that
email,
if
you
want
to
easy
frustration,
so
is,
is,
as
we've
gone
from
home
base
to
zone
to
home
base,
have
we
gotten
better
so.
C
B
Okay,
and-
and
this
is
you
know,
I'll-
give
credit
where
credit
is
due
accounts
of
Lera
t
pounds
on
this.
All
the
time
is
that
we
hold
seats
for
people
and
debate,
so
they
can
make
a
decision
and
and
I
believe
that
council
flare
is
right
on
target.
Parents
need
to
make
a
decision
on.
You
know,
I
got
into
the
match.
School
I
got
into
the
chanting.
School
I'm
gonna
try
out
the
match
school
for
a
little
while,
while
six
people
on
the
wait
list
who
want
to
get
into
the
child.
A
B
Now,
all
of
a
sudden,
the
person
who
lives
across
street
from
the
Chaney's
waiting
to
get
in
I'd
love
to
go
to
the
Chanin
great,
the
principal
they're,
going
in
the
right
direction,
but
their
seats
open,
but
I
can't
go
there
because
somebody
is
at
a
different
school
and
then
my
last.
My
last
question
for
now
would
be
the
tear.
What
are
you
definitions
of
tears?
Are
we
talking
one
two,
three,
four:
five,
that's
the
we.
C
Have
four
tiers,
there's
Tier
one
two,
three
and
four
historically,
we've
had
what
we
call
the
M
cast
here
this
year
we
will
be
implementing
the
school
prolly
framework,
which
is
a
more
multi-dimensional
way
of
looking
at
quali.
It
was
what
was
come
up
with
by
the
school
quality
working
group
in
partnership
with
a
broader
Boston
community.
So
if
you
have
more
questions
about
the
school
quality
framework,
Jake
I
think.
B
B
Asking
of
them
was
one
doable
and
to
made
sense
and
I
think
that
a
lot
of
a
lot
of
principals
are
getting
very,
very
frustrated.
I
have
many
in
my
district
and
they're,
you
know
autonomous
seemingly
units,
but
I
find
it
hard
to
believe
that
we
have
several
at
our
level
ones
with
a
certain
type
of
principal
and
then
schools
that
are
failing
with
a
certain
type
of
principal.
Yet
there's
really
no
communication,
you
know
what
makes
Mildred
Ave
when
the
when
the
pays
on
award
for
investors
and
makes
another
school
in
my
district
slide.
B
What's
what's
the
column,
the
name
Dominator
and
that's
that's
the
work
of
what
the
bowling
building
should
be
doing.
I
believe
just
like
the
Public
Works
Commission
should
be
saying.
Why
is
district
y8
closing
all
that
three
one
one's
on
time
and
the
district
looks
great
in
district
2?
Doesn't
what's
the
difference?
What
are
we
doing?
So
it's
just
more
of
a
comment,
but
I
mean
it's
a
it's
a
management
style.
It
needs
to
be
addressed.
I
think
thank.
A
So
there
are,
there
are
young
people
who
some
in
Tim's
district
who
are
now
don't
have
the
school
in
walking
distance
and
are
gonna
have
to
get
on
get
on
a
bus.
So
that's
another
variable
that
we
need
to
look
at
now.
Has
there
been
any
change
to
walk
the
school
preferences
with
an
algorithm
recently.
A
A
Doesn't
this
policy
removing
a
bus,
transportation,
basically
an
undermined?
The
idea
of
providing
quality
seats
for
every
family
and
I'll?
Tell
you
and
I
have
a
parent
who
now
who
can't
afford
it,
but
has
to
send
her
daughter
to
school
every
day
in
uber,
based
on
this,
the
the
late
start
of
of
the
school
and
her
need
to
go
to
work.
C
A
A
Her
child
is
well
adjusted
that
the
school
is
doing
well
and
we
removed
the
bus
right
and
so
now
what
could
happen
is
she
could
actually
be
moving
schools
to
it,
another
school
that
she
didn't
wasn't
in
her
top
two
or
she
continues
to
go
there
and
have
to
pay
money
out
of
her
own
pocket
in
addition
to
the
tax
dollars
that
we
she
already
sent
us.
So
is
that
currently,
the
policy
with
with
a
move
that
occurs
in
that
in
the
middle
of
a
square.
E
D
E
Thank
you.
So
it
depends
on
where
the
family
does
move
to.
If
the
family
moves
to
an
address
that
is
still
within
that
schools
home
base
list,
they
still
are
eligible
for
there's
no
eligible
to
go
to
out
of
school,
depending
on
the
distance
from
the
home
for
their
transportation
eligibility.
If
the
family
does
move
outside
move
to
a
new
address
where
that
school
wouldn't
be
on
their
list
anymore.
E
In
that
case,
we
offer
the
family
a
list
of
new
choices
which
it
sounds
like
that
family
did
have
that
option
to
which
does
have
high
quality
schools,
Tier
one
schools
in
tier
two
and
vice
versa,
but
they
also
do
have
the
alternative
of
staying
at
that
school.
We
just
can't
promise
that
they
will
get
a
bus
and
the
reason
is
for
that
is
I.
Guess
in
the
extreme
example
of
one
family
moved
from
one
corner
of
the
city
to
the
other
corner,
we
would
then
be
if
we
were
to
guarantee
transportation.
A
A
That
is
a
hardship
for
for
that
family.
What
I'd
like
to
do
at
this
point,
since
we
have
you
here
I-
would
love
to
bring
down
some
of
the
parents
and
community
members,
while
you're
here
and
I'm
gonna
have
them
line
up
on
on
this
side
and
I
would
I
would
love
for
you
to
hear
from
them,
because
I
think
this
is
a
really
critical
issue
we
are.
A
This
is
this
is
late
homework
and
there
are
young
people
who
are
not
so
young
anymore,
not
so
little
anymore
around
these
issues
and
so
I
think
between
my
colleague
and
I.
I.
Think
there
were
some
issues
that
we
brought
up
but
I
think
there's
some
experts
in
the
room,
I
find
people
who
are
closest
to
the
problem
to
be
the
people
who
know
most
about
the
problem
but
are
most
likely
to
have
solutions
for
us.
So
I
would
like
anyone
who
was
not
signed
up
here.
A
I
have
Lauren
Peter
and
Christine
Lang
HOF
I
would
like
for
those
two
expert
folks
to
come
down,
but
if
there
are
others,
I
would
actually
like
for
you
just
you
guys
to
stay,
and
if
there
are
others
who
would
like
to
testify.
If
you
could
please
come
to
the
seats
that
are
on
our
right.
Oh
I'm,
sorry,
we
actually
do.
We
actually
have
new
new
podiums
in
the
back
I'm,
sorry
about
that
I.
Actually,
I.
G
A
H
H
H
A
I
H
And
everyone
asked
us
why
we
didn't
leave
the
city
why
we
bought
a
house
in
Boston
love
the
city
we
want
to
be
here.
We
want
to
invest
in
Bob,
Boston,
Public
Schools,
because
I
do
believe,
but
there
are
a
lot
of
really
wonderful,
Boston,
Public,
Schools
I
do
believe
that
you
are
trying
very
hard,
but
I'm
here
to
add
my
voice
to
say
that
please
find
a
way
to
make
this
system
work
a
little
bit
better.
H
It's
not
clear
to
those
of
us
who
are
parents
and
I'm
saying
this
as
a
college
educated
wait
woman
who
speaks
English
as
the
first
thing.
That's
a
first
language.
It's
really
not
clear
to
us
we're
baffled
we're
terrified
and
we're
also
really
confused
about
how
we're
gonna
get
our
child
to
school
and
how
what
we're
gonna
do
about
before
school
and
after
school
and
all
of
these
things.
H
J
My
name
is
Christine
laying
off
I
live
in
Dorchester,
nubbins
corner
and
I'm,
a
Boston
Public
School
graduate
myself
I
graduated
from
Hyde
Park
I
in
1971,
now
closed
and
four
years
later,
I
started
teaching
at
the
Woodrow
Wilson
and
the
first
year,
the
second
year
school,
desegregation
and
I'm,
also
married
to
a
Boston
Public
School
teacher.
He
taught
32
years
I
taught
36
before
we,
both
retired,
had
three
kids
graduated
from
bps.
J
So
we
have
seen
this
from
all
sides
of
the
desk
and
all
sides
of
for
many
years
when
I
started
when
I
was
in
school,
we
were
under
the
open,
enrollment
plan
where
there
was
a
seat.
You
could
go
to
that
school,
and
that
was
the
end
of
that
and
then,
of
course,
we
had
desegregation
where
the
court
decided.
We
lived
through
the
three
zones.
My
kids
were
in
Elementary
School
when
we
started
three
zones
and
we
had
many
adventures.
J
My
twins
in
1995
got
an
assignment
at
the
Perry
school,
where
their
older
sister
had
gone
to
school
and
one
was
assigned
to
full-day
kindergarten
and
the
other
was
assigned
to
half-day
kindergarten,
and
both
of
us
were
teachers,
so
fortunately
the
principal
was
able
to
work
it
out,
so
they
both
went
to
kindergarten,
but
I
mean
you're
not
serving
the
parents
of
the
City
of
Boston.
When,
when
that's
what
you
have
and
we're
committed
to
being
in
the
city,
we've
lived
in
the
same
home
for
34
years.
That's
this
is
our
city.
J
We
don't
want
to
go
away,
but
it
makes
people
crazy.
We
lost
friends,
we
lost
neighbors,
my
family
members,
all
of
whom
grew
up
in
Dorchester,
have
all
left
the
city
there's
nobody
in
my
family
in
my
immediate
family
who
stayed
in
the
city
because
it's
too
crazy,
it's
you
can't
play
a
lottery
with
your
kids
every
day.
J
So,
even
though
I'm
retired
I
want
my
neighbor's
children
to
have
the
same
access,
because
my
kids
have
had
a
great
education
and
they're
young
young
people,
they're
finished
college
they're
out
in
the
world
and
what
they
say
about
their
Boston
education
is
the
diversity
that
they
lived
through,
enables
them
to
be
more
effective
in
their
jobs.
So
that's
not
something
we
should
give
up,
because
the
school
assignment
process
is
insane
that
needs
to
be
fixed.
J
J
I
found
online
information,
which
I
heard
first
on
NPR
about
school
choice,
coaches.
So
now
there
are
coaches
that
you
hire
and
they
help
you
to
choose
schools,
and
this
is
something
that's
going
on
nationally
and
of
course,
you
have
to
pay
those
coaches.
So
there's
a
solution
for
that
Oh,
a
nonprofit
has
appeared
called
ed
Navigator
and
they
will
provide
the
coach
to
help
you
guide
yourself
through
these
choices.
J
Well,
the
EDA
vagator
is
and
actually
they've
come
to
Boston
the
Boston
found
the
bar
Foundation
has
given
them
a
grant
of
half
a
million
dollars
over
two
years,
and
the
Boston
school
fund
has
fun
to
them
three
hundred
thousand
dollars
over
12
months
in
order
to
help
parents
in
Boston
choose
their
way
through
this
red
robe
called
school
choice,
but
it
Navigator
is
staffed
by
charter
advocates.
They're,
not
public
school
people.
In
this
little
business
is
I.
J
J
J
There's
been
no
publicity
about
this,
and
these
people
dovetail
with
the
unified
enrollment
goal
because
bar
which
is
one
of
the
funders
of
the
Boston
school
finder,
is
once
unified,
enrollment
I,
don't
understand
in
this
city
why
we
have
charter
schools,
public
schools
and
Catholic
schools
proposing
to
put
out
one
unified
set
of
choices
to
students.
My
kids
were
in.
My
twins
were
in
the
sixth
grade
when
the
pedophile
scandal
broke
about
the
Catholic
Church
and
they
were
parents
standing
in
the
school.
J
Yet
the
day
after
that
news
broke
in
the
globe,
saying
well:
I'm,
not
sending
my
child
to
any
Catholic
schools.
Well,
no
I'm,
not
gonna,
send
that's
not
an
option
for
me
anymore
for
high
school
I'm.
Not
gonna.
Do
that,
and
yet
we
supposed
to
endorse
a
system
that
didn't
take
care
of
vulnerable
children
because
it
wasn't
just
it
wasn't.
Just
at
the
school
level
the
people
who
are
running
these
schools,
the
people
who
are
in
charge
and
they're
supposed
to
safeguard
the
children
did
not
do
it.
J
I
can't
understand
why
the
Boston
schools,
who
we're
responsible
for
the
safety
of
children
in
high
school,
would
would
actually
combine
with
an
organization
that
failed
to
secure
children
when
they
were
the
most
vulnerable.
So
that's
one
objection
I
have
to
that
charter.
Schools
don't
have
to
take
any
student
charter.
Schools
choose
who
they
take.
I
know
this
a
lottery
and
they
have
seeds,
but
they
have
all
sorts
of
mechanisms
that
they
used
to
push
those
students
out.
J
So
I
don't
see
how
it's
any
benefit
to
our
students
in
the
public
schools
to
combine
for
parents
who
are
unaware
of
the
differences
among
charter
schools,
parochial
schools
and
public
schools.
Most
parents
like,
as
you
mentioned,
want
the
school
where
they
can
throw
a
paper
airplane
into
because
that's
how
people
live.
So
a
parent
is
not
going
to
choose
to
school.
Many
of
our
parents.
I
know
I've
worked
with
parents
for
a
long
time.
It's
confusing,
as
Lawrence
said,
to
an
adult
middle
class.
J
Educated
english-speaking
person
forget
about
people
who
are
just
struggling
to
work
two
and
three
jobs
a
day
in
in
a
week
to
get
by.
They
don't
have
time
to
do
this
nonsense,
so
they're
very
vulnerable,
and
then
it
makes
their
kids
vulnerable
and
you
hand
them
a
sheet
with
this.
Ten
schools
and
they're
gonna
choose
the
one
that
they
heard
about
on
the
radio.
I
mean
Boston,
Public
Schools
doesn't
advertise
these
other
agencies.
Advertise
I,
don't
know
where
they
get
money
to
advertise,
but
they
do.
J
J
If
you
look
and
see
who
sponsored
in
New
Orleans,
it
was
all
of
these
Hyatt
Hotels
and
hotels,
so
they're
talking
about
low-income
workers
and
they
get
the
imprimatur
that
this
is.
This
is
something
safe.
It
replaces
the
public
school
system
as
the
knowledgeable
person
about
education
and
replaces
it
with
some
outsiders
who
really
they're
not
they're
interested
in
something
other
than
education,
they're,
not
educators,
and
we
really
shouldn't
we
shouldn't.
Go
there,
maybe
there's
an
argument
that
could
be
made.
J
K
Okay,
hello
and
good
evening
to
elaborate
on
comes
on
the
Jackson
statement
earlier.
My
name
is
Caleb
rudder.
This
is
Genesis.
Genesis
birthday
is
September,
25th
2013.
So
as
we
all
know,
that
means
that
she
didn't
get
in,
which
is
also
part
of
the
reason
why
she's
here
with
me,
I
also
have
this
a
lot
of
the
same
issues
that
a
lot
of
the
other
parents
here
I
do
struggle
with
deciding
if
I
want
to
stay
in
the
city
or
if
I
want
to
move
out
of
the
city.
K
K
She
has
a
cousin
who
we
had
to
come
back
down
in
August
to
make
sure
that
she
was
placed
in
the
correct
school.
The
new
school
that
she
was
going
to
was
a
normal
PPS
school.
They
called
they
said.
You
know,
she's
enrolled,
she's
setup,
she's
all
ready
to
go.
Well,
we
brought
her
down
there.
They
said.
No,
you
know
she
for
whatever
reason
they
haven't
sent
to
over
her
paperwork.
Yet,
even
though
she's
here
she's
on
the
roster,
we
can't
take
her.
K
You
have
to
send
her
back
to
her
old
school,
so
she
end
up
going
back
there
for
three
months
and
so
but
ended
up
being
me,
my
cousin
and
another
of
our
cousins,
trying
to
figure
out
how
are
we
gonna
pick
her
up?
I
work,
two
jobs
they're,
both
teachers.
What
are
we
gonna?
Do
you
know?
We've
got
she's
got
to
go
to
work,
she's
got
to
go
to
school,
I
work,
two
jobs,
the
other
one
goes
to
work,
the
other
one
goes
to
school.
K
I
have
three
kids:
one
of
them
has
to
be
kids,
the
other
one
has
one
kid:
it's
hard
excuse
me:
I
live
in
South
Boston
and
there
were
schools
in
my
area
that
had
open
seats
and
I
found
that
very
hard
to
believe
that
they
even
had
open
seats
like
how
did
that
happen?
Why
are
there
open
seats?
You
would
think
that
there
was
no
waitlist
with
as
many
open
seats
as
there
were,
and
all
children
are
seeing
me.
K
Gorged
gracious
and
amazing
education,
but
no,
it
strikes
me
as
odd
how
age
is
considered
a
discrimination,
but
my
four-year-old
can't
attend
school
due
to
age.
So
because
of
her
age
alone,
she
can't
do
something
because
of
her
age,
she's
being
denied
her
proper
education.
It
feels
like
it
doesn't
take
numbers
and
stats
to
tell
me
that
a
child
that
enters
news
of
school
early,
just
like
all
her
peers,
was
capable
of
receiving
a
great
education
of
Tara
full
potential.
K
K
Various
studies
do
show
the
impact
that
delaying
education
on
children
does
hinder
them
very
show.
Various
studies
show
that
giving
a
child
as
many
opportunities
to
be
exposed
to
education
before
the
age
of
five
is
essential.
That's
where
that
window
is
that's
where
they're
retaining
as
much
information
as
possible.
Her
doing
the
same
thing
three
years
in
a
row,
she's
not
moving
forward
she's
just
doing
the
same
thing.
So
why
is
it
that
my
daughter,
based
on
her
age,
cannot
attend
public
schools?
K
K
K
So
my
four-year-old
can't
be
added,
but
you
can
add
a
three-year-old,
and
the
only
issue
with
that
that
I
have
is
that
if
you
can
overwrite
the
system
for
a
three-year-old
and
you
can
overwrite
the
system
for
a
four-year-old
if
there
is
a
seat,
but
when
I
call,
they
told
me
that
there's
nothing
that
they
can
do
it's
a
system
error
in
that
it
has
to
stay
that
way.
That
doesn't
make
any
sense
to
me
either.
K
The
other
upsetting
thing
is
that
denial
to
certain
schools
as
a
South
Boston
resident,
my
school
zone
has
k0
my
daughter,
my
four
year
old
was
added
to
Roxbury
into
Dorchester.
That's
way
too
far,
I
don't
drive
and
past
experiences
that
about
an
hour
and
a
half
to
two
pickup
not
longer
and
then
drop
off.
All
of
my
other
kids
in
Dorchester
and
then
to
travel
back
to
make
it
to
get
my
other
kids
on
time.
K
Now
and
earlier
in
the
year
when
I
did
called
the
Halley
school
said
that
they
did
have
openings
now,
currently
I
don't,
but
they
they
did
before
I'm
back
to
the
thing
about
my
cousin,
because
the
Halley
school
held
a
seat
for
her
Anna
school
that
she
was
in.
That
meant
that
she
was
in
two
different
places,
so
she
was
denying
her
spot
to
another
kid.
K
Her
child
was
in
two
different
places:
I,
don't
get
that
how
that
happens,
there's
a
serious
problem
with
deprivation
of
Education,
and
there
is
an
even
more
serious
problem
when
I
begin
to.
Imagine
all
the
reasons
as
to
why
bps
is
claiming
that
schools
are
full
when
they're,
not
if
there
are
children
who
are
not
being
seen
in
classrooms
and
not
other
schools
and
taking
up
seats.
Where
are
they?
Why
is
the
city
not
stepped
in
and
done?
Something
I
think
I
have
is
in
regards
that
and
mighty
information.
K
I
have
called
everyone
to
find
these
stats
and
I
was
aware
that
these
and
I
was
aware
that
these
stats
were
not
lied
to
the
general
public
and
I
called
multiple
multiple
locations,
and
this
is
how
the
disconnect
between
parents
in
bps
comes
into
play
without
being
here
today,
I
would
have
been
upset
with
the
City
Council,
not
with
bps,
because
the
2013
agreement
for
them
to
be
more
aware.
It's
almost
like
waiting
on
the
phone
like
I
said
again,
that's
just
that's
pretty
much.
A
These
folks
will
be
really
nice.
We
we
actually
hear
it.
Usually
the
volume
is
a
little
louder
and
it's
it
is
with
urgency,
because
a
year
and
as
noted,
you
know
your
educators,
and
you
know
that
most
of
the
brain
function
happens.
First,
three
or
four
years,
I
think
is
eighty
percent
up
to
a
year
of
year,
four
and
or
we
have
folks
were
fighting
to
actually
get
in
to
these
seats,
but
I
like
to
have
the
next
person.
If
you
can
introduce
yourself.
I
Hi,
my
name
is
Nora
McManus
Benson
and
my
daughter
is
a
k2
student
at
the
Bateson
Roslindale
and
I'm.
Also
a
member
of
Boston
Public,
Schools
parent
advocacy
group
quests,
which
stands
for
quality
education
for
every
student
tonight
and
always
I,
can
only
speak
on
my
own
behalf.
But
I
would
like
to
highlight
some
of
the
work
that
the
group
has
done
and
been
part
of
doing
to
shine.
A
light
on
issues
surrounding
bps
student
assignment.
I
Like
the
other
young
moms
who've
spoken,
my
daughter
was
a
baby,
but
we
had
just
moved
to
Boston
when
that
the
school
assignment
system
was
most
recently
changed.
I,
don't
recall
even
being
aware
of
anything
regarding
bps
at
that
time.
Over
the
years
that
followed,
if
I
watched,
my
friends
with
young
children
go
through
the
enrollment
process
and
slowly
tried
to
build
an
understanding
of
how
the
BPS
lottery
works
in
trying
to
figure
that
out.
I
also
became
curious
about
how
today's
lottery
system
came
to
be.
I
I
The
EAC
explicitly
outlined
his
responsibilities,
recommending
that
the
district
should
prepare
an
annual
report
to
the
mayor,
School
Committee,
City,
Council
and
the
community.
If
the
report
should
be
available
to
the
public
on
or
before
October
1st
of
each
year.
The
report
should
include
data
and
analysis
outlining
the
impact
of
the
new
student
assignment
system
on
all
student
populations.
I
I
It
can
sometimes
seem
like
it's
no
one's
job,
but
I
would
hope
that
it's
actually
everyone's
job
with
the
equity
access
that
I'm.
Sorry.
The
equity
analysis
is
now
forthcoming.
As
we
heard
Boston
area
Research
Institute
have
have
gotten
the
bid
to
complete
it.
I
would
ask
what
do
we
as
a
city
need
to
learn
from
this
research
in
order
to
make
informed
decisions
together
about
how
best
to
proceed?
What
do
you
as
city
councillors,
need
to
know
about
how
student
assignment
systems
affect
your
constituents
in
order
to
best
advocate
for
them?
I
We
can
hope
that
when
the
study
is
complete,
it
includes
the
information
we
need,
or
we
can
ask
that
it
does.
I
would
urge
you
to
consider
yourselves
city,
councilors,
Education,
Committee
and
other
city
councilors
I
would
urge
you
to
consider
yourselves
stakeholders
in
bps
and
advocate
before
the
analysis
is
done.
I
would
also
urge
all
of
us
to
zoom
out
if
the
analysis
of
the
home
a
system
is
done,
and
let's
say
it
determines
that
families
have
the
same
amount
of
access
as
they
did
before
under
the
three
zone
system
to
quality
schools.
I
Do
we
stop
there?
Was
that
enough,
as
a
parent
I
have
to
do
better
than
telling
my
children
that
racial
and
economic
segregation
that
opportunity
and
achievement
gaps
are
out
of
my
hands,
as
your
constituent
I
implore,
the
City
Council
to
find
concrete
ways
to
do
better,
examining
the
way
that
Boston
assigns
students
to
schools
is
an
opportunity
to
do
just
that.
Thank
you.
A
Thank
you
very
much.
I
think
you
bring
up
some
really
important
points.
I
actually
just
got
some
information.
I
just
want
to
clarify.
So
I'm
told
that
there
was
supposed
to
be
an
annual
annual
internal
report
that
looked
at
this
equity
gap,
and
then
there
was
going
to
be
a
five-year
study.
Is
that
what
the
EAC
stated?
The
EAC
agreement.
C
A
C
A
Other
question
from
what
was:
is
there
a
component
around
racial
segregation
that
you
you
are
going
to
actually
look
at,
because
I
think
it
is
absolutely
critical,
in
particular,
with
Boston
storied
history
in
this
space
that
we
actually
look
at
whether
or
not
the
current
home
based
system
actually
makes
for
a
change
there
or
resegregate
of
schools.
I.
A
A
A
Is
the
the
contents
of
the
rfp
is
that
in
a
place
where
everyone
can
see,
and
so
one
so
I
guess
we
got
a
couple
things
that
we
want
to
make
sure
that
people
know
one
the
RFP,
the
specs
of
the
RFP
need
to
be
need
to
get
to
the
City,
Council
and
also
I
hope
they
are
placed
very
in
a
very
apparent
place
on
the
website.
In
addition,
did
we
get
an
answer?
The
algorithm
I
would
like
that
sent
to
the
council
and
also
I
believe
that
it
should
be
publicly
available.
A
C
G
Committee
for
civil
rights
and
economic
justice,
and
as
panel
the
council
and
this
body
well
knows,
student
assignment
is
at
the
heart
of
Brown
versus
Board
of
Education,
and
it's
progenies
efforts
to
ensure
that
education
is
a
right
which
must
be
made
available
to
all
on
equal
terms.
Putting
heads
together
with
folks
in
this
room
and
outside
this
room
included.
Some
of
those
who
were
just
mentioned.
G
So
the
five
questions
that
we
offer
as
floor
or
skeleton
for
this
effort
number
one.
How
many
students
were
assigned
to
their
first
choice?
Second
choice
and
third
choice:
number
two,
as
was
mentioned
beyond
the
number
of
high
quality
schools
on
a
student's
list
of
options,
how
many
seats
at
high
quality
schools
on
that
list
were
open
number
three:
what
does
the
data
suggest
about
trends
and
students
preferences?
Do
families
prioritize
quality
over
proximity?
How
did
these
preferences
compared
to
bps
is
own
school
quality
and
indicators
that
we'll
see
in
this
next
round
of
implementation?
G
Number
four
for
each
school
organized
by
quality
tier?
How
has
its
student
demographics
changed?
How
many
students
listed
at
first
per
seat
available
and
number
five?
How
have
more
recent
changes
to
student
assignment
impacted
the
results,
for
example,
removing
or
adding
strands
at
schools,
visiting
schools,
amending
ll
and
special
educational
overlays,
etc?
So
these
are
the
five
basic
questions
that
we
need
to
hear
to
make
sense
of
you
know.
Look
we
this
student
assignment
work
is,
is
the
heart
of
this?
G
F
Hi
again
and
I'm
a
member
of
a
lot
of
organizations
here
in
Boston,
but
first
of
all
things,
I'm,
a
parent
and
so
I
go
what
Matt
said
about
things
that
I
would
like
to
see
in
the
analysis,
but
as
a
black
parent
I
I,
don't
think
that
I'm
gonna
see
much
changes
in
the
demographic
of
black
children
in
schools.
I
think
what
I'm
gonna
see
is
a
difference
and
where
white
people
are
sending
their
kids
to
school.
F
To
be
honest
with
you
and
when
I
think
about
quality
and
I
think
about
school
assignment,
the
problem
is
not
really
school
assignment
is
the
hit-or-miss
quality
I
shouldn't
have
to
worry
about
where
the
quality
school
is.
I
should
just
know
that
the
school
is
quality.
That's
the
bigger
problem,
more
than
how
we're
assigning
our
kids.
The
problem
is
that
there's
not
enough
schools
that
people
consider
quality
schools
and
I
also
want
to
correct
miss
Lane
corner
Lang,
hawk.
That
was
here
when
she
was
speaking
about
Boston
school,
finder
and
Ed
navigator.
F
They
are
not
connected
and
as
a
parent
when
you're
talking
about
how
many
choices
and
how
much
information
is
out
here
when
you
have
people
who
are
putting
information
out.
That
is
not
factual.
It
just
confuses
more
parents,
because,
as
a
black
parent
I
know
that
there
is
not
an
equitable
access
to
the
type
of
information
that
helps
me
choose
what
a
quality
school
is
or
not
you
shouldn't
have
to
it
shouldn't
be
based
on
how
much
education,
a
parent
has
whether
a
child
has
a
good
education
or
not.
F
That's
not
fair
for
talking
about
America,
and
you
want
to
net
the
generation
after
you
to
do
better
than
you.
It
shouldn't
be
based
because
a
parent
had
a
doctorate
or
they
didn't
have
a
high
school
diploma,
and
their
child
should
still
be
able
to
go
on
and
do
whatever
they
want.
I
shouldn't
you
shouldn't
have
to
work
magic
to
decipher
things.
It
should
just
be
there.
So
I
wanted
to
correct
that,
but
and
I
do
appreciate
that
you
guys
are
doing
this
now
and
I
know
that
school,
because
we
have
so
much
school
choice.
F
F
B
B
To
okay,
one
end
one
and
twos,
so
the
question
continues
to
be
out
of
128
schools.
What
you
know
what
give
or
take
a
couple?
Well,
you
know
why
is
again
back
to
your
point:
you
know:
how
can
you
have
the
Roosevelt,
which
is
a
level
one
or
a
level?
Two,
the
film
you
Philbrook
or
if
you
go
into
a
school
like
the
Russell
School
in
Dorchester?
B
What's
the?
How
can
they
be
level
1?
What
is
the
ingredients
that
are
making
them
level
1
in
making
the
matter
hunt
in
Mattapan
where
I'm
missing
a
meeting
tonight
and
about
that
school?
But
what
makes
the
matter
hunt
almost
get
taken
over
by
the
state
and
we
have
to
reinvent
the
school,
and
why
is
the
school
right
down
the
street
Miller
to
have
a
level
1
winning
awards,
and
that
means
people
have
to
get
boots
on
the
ground
and
get
into
the
classroom
and
ask
the
teachers
and
the
principals?
What
is
the?
B
A
Okay,
we're
gonna
go
there
to
come
up
with
some
other
time.
That's
coming
for
fifty
percent
of
it
is
special
is
special
that
door-to-door,
so
seven
million
dollars
there
we
go,
but
I
think
one
of
the
other
pieces
that
Toyota
does
bring
up
is
that
if
parents
had
confidence
that
every
one
of
and
actually
attend
brings
it
up
to
if
there
every
one
of
the
Boston
Public
Schools
is
level
one
or
level
two
we're
competing
and
people
aren't
opting.
A
I
think
the
other
piece
that
is
also
a
factor.
That's
a
responsibility
on
this
side
are
resources
and
what
I've
seen
with
the
orchard
garden
school
with
the
Trotter
school
that
are
both
in
my
district
that
achieve
level
one
status
they
got
undercut
when
their
budgets
got
cut
and
then
you're
made
to
do
what
parents
have
to
do
on
a
regular
basis,
but
they
they
rob
Peter
to
pay
Paul
and
figure
things
out.
And
then
we
see
schools
instead
of
staying
at
a
high
level.
A
They
end
up
falling
down
and
so
I
think
there's
a
component
in
looking
at
what-
and
this
is
again
someday
I
want
bps
to
actually
tell
us
what
you
really
need.
Instead
of
the
conversations
that
we
have
here
when
you
come
and
tell
us,
oh
we're
gonna
make
do
with
what
we
have
I
think
it
does
need
to
be
looked
at
also
from
a
one
three,
five
and
10-year
perspective
from
an
operational
budget.
A
So
we
actually
have
information
about
what
should
happen
in
three
years
from
now,
five
years
from
now
and
there's
not
a
crisis
every
single
year,
which
will
begin
again
in
April
about
the
cuts
that
that
need
to
occur.
But
I
want
to
thank
you
so
much
and
I
want
to
thank
you
for
your
advocacy
with
I.
Don't
you
I,
don't
even
know
how
many
organizations
you're
involved
in
but
but
I
see
you
out
literally
every
meeting
I
want
to
thank
you
for
that.
L
L
L
A
L
Taking
it
off,
I,
don't
remember
his
name,
but
yes,
and
and
later
I
found
this
article.
That
said
that
school
ed
reform
is
about
land
development
and
that
helped
me
to
see
things
in
a
particular
way.
That
I
think
is
just
very
important,
and
that
needs
to
be
put
into
your
analysis
if
you
want
to
really
deal
with
the
racial
inequity
and
the
and
the
economic
inequality.
That's
threatening
to
tear
this
country
apart,
and
it
is
crucial
that
that
be
done.
L
I
just
I
just
want
to
say
that
it's
really
important
to
look
in,
but
it's
also
important
to
scale
out,
because
at
this
point
things
are
only
gonna
get
worse.
If
we
keep
going
in
the
direction
that
we're
going
and
I
just
call
on
your
your
your
on
your
courage
to
name
racism,
to
really
talk
about
the
the
class
inequity
and
why
it's
so
big
and
awesome,
which
is
a
very
wealthy
City
and
so
that
that's
all
I
want
to
say.
L
I
just
feel
that
a
lot
of
courage
has
been
put
into
this
right
by
Councillor
Jackson
and
his
staff,
and
this
is
probably
his
last
hearing
and
I.
Just
really
hope
that
people
will
take
a
will
really
start
speaking
out
about
what's
really
happening.
We
as
citizens
have
no
choice
but
to
do
that
because
we're
we're
suffering,
as
the
woman
said,
with
a
little
girl,
we
are
suffering
thank.
A
You
so
much
Thank
You
Donna,
for
the
work
that
you
have
done.
I
also
want
to
extend
out
that
aperture.
That
Donna
was
talking
about
with
one
of
the
things
I'd
like
to
see
from
the
report
is
an
analysis
of
the
four
thousand
homeless
students
I
want
to
know
where
they
have
been
assigned.
I
want
to
know
that's
here
of
schools,
and
they
averaged
here
that
those
students
have
been
assigned
if
we're
really
looking
at
it
opportunity
and
achievement
gap.
A
First
often
not
counting
and
I
want
to
I
want
to
stress
to
you.
I
actually
think
it's
it's
bogus
that
we
didn't
do
what
was
stated
because
I
think
what
councillor
McCarthy
brought
up
and
many
of
the
other
parents,
product,
I'm,
sorry
and
I
love,
my
friends
from
MIT
and
I
love,
p-values
and
I
was
I,
love,
math
pack
and
a
good
old
days,
but
the
p-value
that's
most
important
are
the
people,
the
parents
and
the
pupils
in
these
schools.
A
That's
the
p-value,
that's
most
important
and
if
we're
waiting
for
the
probability
number
to
come
around
that
doesn't
that
doesn't
help
the
young
lady
who,
whose
birthday
is
I,
don't
know
how
many
couple
days
past
the
cutoff
that
doesn't
actually
help,
and
also
that
means
that
instead
of
having
data
that
we
can,
it
doesn't
have
the
p-value,
but
we
can
actually
make
the
decisions
on
and
that
we
can
make
votes
on.
That's
a
that's
pretty
problematic
that
that
it
is
not
there.
A
I
want
to
know
it
is
actually
unacceptable
that
this
information
has
not
been
provided
to
the
Boston
City
Council.
The
School
Committee
is
a
appointed
organization.
That's
they
have
a
right
to
have
their
opinion.
When
people
come
before
this
body
and
there's
an
agreement
with
this
body,
we
expect
that
agreement
to
be
met
and
I,
don't
I
know
that
there's
something
going
on
outside,
but
you
stated
that
we
would
get
a
yearly
report
and
I
think
it
is
I.
Don't
I,
don't
think
people
have
time.
A
Parents
definitely
don't
have
time.
We
have
folks
who,
who
literally
had
a
baby
and
they
walk
talk.
Colors
letters
can
probably
spell
a
nation,
that's
literally
how
long
we're
talking
about
our
level
of
urgency.
It's
for
those
young
people,
but
it's
also
from
what
councillor
McCarthy
stated
and
others.
People
are
trying
to
stay
here
and
I
would
also
note.
A
A
C
C
Support
our
teachers
across
the
sector's
and
learning
from
each
other,
each
of
the
sector's
the
work
that's
doing
what's
going
well
how
we
might
learn
from
one
another,
we've
been
looking
at
issues
of
Transportation
ago,
so
there
is
some
a
lot
of
prospector
learning.
We
are
not
currently
having
any
conversation
about,
but.
A
Interestingly,
if
you
have
a
citizens
bank
account
or
a
Bank
of
America
bank
account,
you
can
sign
up
at
every
bank.
They
are
willing
to
do
business
with
you
any
place
other
than
ATMs,
but
any
place
that
there
is
a
person
we
should
I
believe
have
that
level
of
service.
But
all
I'm
saying
is
that
there
are,
and
what
would
be
even
more
problematic
is
that
the
mayor's
office
is
not
consulting
the
people
who
are
knowledgeable
in
education
around
the
ramifications
there.
A
So
I
just
want
to
note
and
I
put
on
record
on
that
that
I
want
to
understand
any
other
issues
there.
But
with
that
said,
I'd
like
to
one
other
question
about
highly
chosen
schools,
how
is
there
a
determination
as
to
whether
or
not
additional
or
extra
classrooms
will
be
added?
So
if
there's
a
school
that
has
a
huge
amount
of
interest,
another
25
26
students
want
to
go
there.
How
do
you
determine
whether
or
not
you
would
add
an
additional
classroom
in
that
in
that
school?
So.
C
C
A
And
I
think
you
should
get
your
money
back
for
McKenzie
and
the
reason
why
I
say
that
is
because
they
took
they
said
we
had
too
many
seats
right
yeah.
They
said
that
you
were
operating
a
district
that
had
90,000
seats
and
there
should
be
seats
galore
based
on
their
analysis.
We
obviously
know
that
that
was
false,
but
I
think
this
is
a.
A
The
the
amount
that
could
actually
be
modified
would
have
to
be
done
with
actual
access
to
schools,
and
what
I
would
note
is
that
Matapan
Hyde
Park
and
many
communities,
and
that
and
Dorchester
there's
a
dense
amount
of
families
and
students,
and
we
knew
from
EAC
that
that
was
not
going
to
jibe
with
the
number
of
seats
that
we
actually
had
in
a
particular
in
the
high-performing
schools.
So
I
think
that
that
planning
actually
has
to
be
part
of
your
lens
and
analysis.
B
Just
wrap
up
with
you
very
simple,
you
know
I
think
we're.
Every
time
we
have
a
bps
hearing.
We
all
know
we
have
work
to
do
and
I
think
we're
willing
to
do
it.
We're
willing
to
roll
up
my
sleeves,
but
I
still
come
back
down
to
the
the
question
that
I
might
comment
really
that
I
made
earlier
on.
You
know:
district
5,
we
have
a
very
diverse
I,
would
argue.
The
district
5
is
arguably
the
most
diverse
district
in
the
city.
B
We
have
a
huge
Haitian
population,
black
progress
from
white
Asian
Dominican
and
every
school
that
I
visit
in
district
5
and
I
visit
them
all
and
I
visit
them
all
yearly.
I've,
never
seen
a
classroom.
Look
the
same,
and
it's
wonderful
haven't
said
that
we
still
have
schools
that
in
there
England
Patriots
and
we
have
schools
that
are
Cleveland
Browns,
yet
they're
right
down
the
street
from
each
other.
So
again,
when
Toria
was
talking
about,
you
know
sending
their
kids
to
a
school,
that's
a
level
one
or
two
that
option.
B
You
know
that
option
has
to
be
increased
and
I
think
the
way
you
do
it
is
communication.
The
five
questions
that
Matt
Krieger
asked
I'd
love
to
see
the
answers
to
that
in
detail.
That
would
really
really
help
and
personally
I
would
like
to
have
more
information
on
how
we're
holding
seats,
because
I
have
great
relationships
with
all
the
principals
in
district
5
I
also
have
people
who
aren't
in
district
5,
so
I'm
not
giving
any
principal
away.
B
I
don't
want
to
rat
anybody
out,
but
I
know
that
this
seats
open
in
their
holding
and
whether
for
because
somebody
hasn't
pulled
a
trigger
on
it
or
somebody's
waiting
at
a
charter
school
and
wants
to
see
if
they
like
it
or
maybe
they're
on
a
Catholic
school,
and
they
want
to
see
if
the
parents
can
swing
the
tuition
whatever
it
is.
I
want
to
know
how
we're
gonna
address
the
holding
seat,
so
we're
gonna
make
a
dead
date
and
we're
gonna
say:
hey,
listen,
you
know:
September
10th!
B
You
either
tell
us
where
your
kids
going
or
you're
gonna
lose
that
seat.
You
know,
I
have
two
boys,
myself
education.
It
looks
important
where
we're
actually
applying
to
colleges.
Now,
for
my
second
guy
and
that's
a
whirlwind
enough,
you
know
if
you
really
want
I
mean
I,
can
hear
the
frustration
in
bps.
You
know
you
should
try
the
FAFSA
if
you
want
to
really
get
aggravated.
Try
FAFSA
I,
almost
lost
my
mind
during
that.
But
you
know
education
is
so
important
in
the
parents
care.
B
So
much
and
I
always
say
that
you
know
I
believe
there
should
be
more
parent
involvement,
that's
something
that
teachers
and
principals
should
be
working
on
constantly.
That's
something
that
that
counsel,
Jackson
and
I
talk
about
all
the
time.
Having
said
that,
we
really
need
to
find
out
if
I'm
waiting
for
a
seat
and
I
know
there's
a
seat
there.
How
come
my
son
or
daughter,
gets
on
a
bus
and
goes
45
minutes
away
and
when
we're
not
gonna,
just
talk
about
bps
transportation.
B
Talking
about
transportation
in
general,
I
live
in
the
readville
section
of
High
Park
I.
Could
it
is
far
away
and
if
I
don't,
if
I
leave
my
house
at
8
o'clock
in
the
morning,
I
won't
get
in
here.
Probably
9:20
and
I've
worked
for
the
city
for
25
years
and
I
would
argue
that
nobody
knows
the
city
as
well
as
I.
Do
I
can
go
through
Mission
Hill
I
can
cut
through
Brookline
I
can
cut
through
I
know
all
the
cutthroats.
B
It
doesn't
matter
it's
an
hour
regardless
it's
an
hour
and
I
have
all
of
the
buses
that
are
in
readville
and
I'm
not
going
down
that
road,
but
all
the
buses
are.
You
know
the
father's
point
away
from
literally
their
could
hit
a
golf
ball
from
the
readville
bus
yard
into
Dedham,
and
you
don't
even
have
to
be
a
good
golfer
to
get
there
and
yet
they
all
roll
out
a
rollback.
B
B
Maybe
we
should
have
just
gone
to
UMass
Boston
and
maybe
got
those
kids
who
went
to
Boston
Public
Schools
to
do
it,
but
I
think
sorry,
that's
cheap,
cheap
stock,
but
anyway
we
all
have
hard
work
to
do
and
and
I'm
looking
forward
to
to
these
answers,
especially
as
we
wrap
up
this
year
and
get
into
preparing
for
budget
season.
These
are
questions
that
need
to
be
asked,
as
people
are
waiting
for
good
school
assignments.
So
thanks
thank.
A
The
voters
who
put
us
in
this
role
expect
us
to
hold
you
to
your
word.
It
is
critical
that
these
annual
reports
actually
get
done,
that
that
this
information
is
reported,
how
regularly,
transparently
and
with
integrity
out
to
the
community,
this
issue
of
racial
segregation
and
the
effects
of
racial
segregation.
Based
on
these
changes
that
we
have
not
actually
explored
the
look
that
we
have
a
a
requirement
to
look
through
the
lens
of
the
opportunity
and
achievement
gap,
an
analysis
of
our
most
vulnerable
students
on
those
four
thousand
homeless
students.
How
are
they
being
served?
A
A
Sharing
of
this
algorithm
and
I'll
tell
you
it's
it's
very
difficult
to
build
trust
when
there
secrecy
and
and
information
being
rationed,
that's
not
a
good
way
for
people
who,
literally
again,
are
trying
to
do
to
do
the
most
important
business
that
I
would
submit
to
you.
It
gets
done
in
the
city
which
is
educating
our
young
people.
I
also
believe
that
it
is
critical
that
the
Boston
Public
Schools
Mayor
Walsh's
office
be
transparent
about
what's
happening
on
with
unified
enrollment.
A
If
the
this
disjointedness
actually
serves
to
undercut
and
make
it
seem
purposeful
by
the
way
that
legislation
is
being
filed
at
the
Statehouse
and
folks
from
the
Boston
Public
Schools
are
not
knowledgeable
up
to
speed
or
able
to
testify
on
that
and
information
that
is
required.
Based
on
our
agreement
that
you
have
with
the
Boston
Boston
City
Council
has
not
been
given
for
the
past
three
years.
I.
A
It
is
my
expectation
that
a
1.2
billion
dollar
organization
that
has
the
most
valuable
people
in
the
city,
in
its
walls
and
under
its
auspices
actually
do
right
by
those
folks
and
I,
would
also
say
urgency.
Is
our
friend
dragging
our
feet
anymore
means
that
we
we
actually
potentially
are
doing
harm,
because
we
don't
know
that
the
this
is
the
best
or
the
right
way
to
go,
because
we
actually
have
not
looked
at
what
has
has
gone
on
here.
A
So
with
that
said,
I
believe
and
I
Ron
I
want
to
make
sure
that
we
captured
the
ass
that
we
have.
It
is
my
expectation
that
those
get
to
us
by
next
Wednesday
and
actually,
hopefully,
by
next
Tuesday,
because
next
Wednesday
is
our
last
City
Council
meeting
of
the
year
and
again
three
years
and
and
I'm
gonna
have
to
be
a
teacher
right
now.
You
know
you're
way
past
the
due
date.
A
C
Please
come
out
come
learn
about
the
great
programs
we
have
available.
We
have
buses
taking
films
from
various
locations
and
also
our
new
registration
guide
is
available,
which
we
hope
provide
some
clarity
on
our
assignment
process
and,
lastly,
thank
you
for
having
us.
We
look
forward
to
coming
back
with
our
equity
analysis,
really
talking
about
the
impact,
but
also
really
looking
at
the
other
policies
that
may
are
not
a
part
of
home
base,
but
made
out
that
we've
heard
some
about
tonight
as
well.
Okay,.