►
From YouTube: Committee on Education on March 5, 2019
Description
Docket #0182 - Hearing on admissions to Boston's Exam School
A
A
My
colleagues,
in
order
of
their
arrival
council
president
Andrea
Campbell
councillor
Kim
Janey,
who
are
both
the
sponsors
of
today's
hearing,
order,
councillor
Flynn,
councillor
Wu
and
councillors,
a
come
I'm
sure
that
we'll
be
joined
by
more
as
the
morning
goes
on.
I'd
like
to
remind
everyone
that
this
is
a
public
hearing
being
recorded
and
will
be
rebroadcast
on
Comcast
8:00.
I
cnat
to
Verizon
1964
and
online
I.
Ask
that
you
please
silence
your
cell
phones
and
other
devices.
A
If
you
wish
to
publicly
testify,
please
check
the
box
on
the
sign-in
sheet
when
you
sign
in
when
it
is
time
for
public
testimony.
I
will
ask
that
you,
please
state
your
name
and
affiliation
or
residence,
and
that
you
limit
your
comments
for
a
few
minutes
to
ensure
that
all
comments
and
concerns
are
heard.
This
is
a
hearing
for
docket
number
zero
one,
eight
two.
A
As
a
former
teacher
at
East,
Boston
high
school
and
a
mother
of
four
boys
and
bps
I,
was
taken
aback
by
the
report
that
was
released.
This
last
fall
by
the
Rappaport
Institute.
The
this
report
detailed
many
of
the
gaps
of
inequity
in
the
exam
schools.
The
report
highlighted
key
areas
where
some
of
our
students
are
getting
left
behind
due
to
structural
inequities.
I
also
think
this
conversation
needs
to
be
focused
not
just
on
the
exam
schools,
but
on
all
of
our
city's
high
schools.
This
this.
A
This
lack
of
attention
to
all
of
our
city's
high
schools
I
think,
is
the
core
to
what
we're
dealing
with
today.
I
also
would
like
to
thank
councillor
Campbell
and
councillor
Janie
for
filing
this
and
hearing
order
and
their
commitment
to
equity
I,
look
forward
from
look
forward
to
hearing
from
all
three
panels
today,
as
we
find
solutions
to
address
systemic
detriments
that
prevents
students
of
color
from
earning
a
seat
at
the
exam
schools.
Our
first
panel
will
be
representative
of
Boston
of
the
Boston
Public
Schools,
including
our
interim
superintendent.
A
Our
second
panel
will
be
authors
of
the
Rappaport
Institute
report.
During
the
final
panel
we
will.
We
will
hear
from
social
justice
advocates
from
various
organizations
through
the
Greater
Boston
region.
I
do
want
to
read
before
we
have
opening
statements
from
my
colleagues
I'd
like
to
read
a
letter
from
district
councillor
mater
O'malley,
dear
chair,
asabi,
George
I,
regret
to
that
I
am
unable
to
attend
today's
hearing
on
docket
0
1
a2
related
to
exam
school
admissions,
as
I
am
out
of
town.
A
This
topic
is
personally
meaningful
to
me,
because
I
owe
so
much
of
my
personal
professional
success
to
my
time
at
Boston,
Latin
School,
one
of
my
top
education
priorities
is
to
make
sure
every
child
and
and
neighborhood
has
the
same
access
to
exam
2.
Our
exam
schools
that
I
had
equally
important
is
the
work
for
educational
excellence
in
our
non
exam,
high
schools
and
our
elementary
schools
that
prepare
students
for
later
success.
A
I
will
continue
to
work
with
all
of
you
to
protect
the
integrity
of
our
exam
schools,
while
making
them
more
perfect,
making
them
a
more
perfect
meritocracy
that
better
reflects
the
vibrancy
and
diversity
of
our
city.
I
am
heartened
by
recent
steps
to
expand
access
to
the
ISEE
exam
and
I
believe
that
no
student,
who
would
otherwise
merit
a
spot
at
our
exam
schools,
would
miss
out
because
of
administrative
barriers
in
particular.
I
advocate
for
an
opt-out
system
where
every
qualified
bps
student
applies
to
the
exam
schools
by
default.
A
The
decision
to
take
the
test
for
the
exam
schools
must
not
be
left
to
an
opt-in
by
a
parent
or
teacher
when
some
students
are
pushed
by
their
schools
and
their
families
to
take
the
test
and
other
equally
bright
students
struggle
on
their
own.
This
is
one
step
to
achieve
the
ideal
that
our
exam
schools
represent.
I,
look
forward
to
reviewing
the
testimony
and
continuing
engagement
on
this
issue.
A
B
Thank
you,
madam
chair,
and
thank
you.
It's
the
council
president
Campbell
for
your
partnership.
I,
certainly
appreciate
you
joining
me
on
this
important
hearing
order.
All
bps
students
deserve
an
excellent,
rigorous
education
in
Boston.
We
are
privileged
to
have
some
of
the
oldest
best
public
schools
in
the
country.
The
principle
of
providing
public
education
is
embedded
in
our
state's
Constitution
and
is
fundamental
in
our
city's
economy
and
culture.
For
centuries,
our
schools
have
been
a
point
of
pride
for
our
city
and
our
exam
schools
have
been
a
major
part
of
that
pride.
B
The
current
admissions
policy
of
our
city's
exam
schools
is
a
simple
formula:
the
students
grades
from
the
previous
year
and
a
half
and
the
students
score
on
the
ISEE
exam
both
of
these
mechanisms
actively
disadvantaged
students
from
bps
Elementary
School's.
This
has
resulted
in
a
demographic
makeup
of
the
exam
schools
that
is
wildly
different
than
the
bps
student
population.
Last
year,
41%
of
white
students
in
bps
were
offered
admissions
to
an
exam
school
compared
with
8%
black
students
and
nine
point.
B
B
B
The
use
of
grades
also
disadvantages
BPS
students.
Our
report
by
WGBH
found
that
in
2016,
10
%
of
students
entering
Boston
Latin
School
came
from
one
elementary
school.
The
holy
name,
Parish
School
in
West
Roxbury
43
students
out
of
the
class
of
51
enrolled
in
Latin
school
and
69
percent
of
the
students
had
an
A
plus
average.
B
We
should
not
be
establishing
a
system
that
D
incentivizes
parents
from
sending
their
students
to
our
elementary
schools.
Bps
has
invested
some
resources
and
attempting
to
correct
these
inequities,
providing
free
exam,
prep
classes
and
attempting
to
increase
access
to
the
exam
schools.
Yet
these
efforts
have
failed
to
yield
significant
changes.
B
But
only
eight
graduated
and
I
tell
that
story
because
of
what
he
experienced
personally
at
that
time
in
1964,
which
was
a
hostile
environment
that
encouraged
the
the
black
students
at
that
time
to
go
across
the
street
and
enter
into
English
high
school,
which
at
that
time
was
across
the
street,
and
he
was
told
that
he
didn't
belong
there
from
teachers
and
staff
because
he
was
from
the
project's.
He
grew
up
in
Orchard
Park
projects
and
was
told
that
he
did
not
belong.
B
We
heard
stories
of
incidents
happening
in
Latin
School,
where
students
of
color,
particularly
black
students,
were
not
feeling
supported
in
their
environment
and
that
kind
of
kicked
off
that
launched
black
at
BL.
S
and
I
want
to
pay
homage
and
give
a
shout-out
to
Meggie
and
Kylie
for
their
work,
and
they
are
now
both
I
think
in
their
third
year
of
college,
which
is
amazing,
and
you
know
this
is
important.
B
Our
city,
particularly
those
who
are
coming
up
through
Boston
Public
Schools,
so
I'm,
excited
to
have
this
conversation.
I'm
excited
to
continue
the
work
that
I
was
doing
as
an
advocate
with
many
of
the
organizations
that
I
mentioned
and
look
forward
to
having
a
robust
discussion.
I
want
to
thank
the
panel
for
being
here
and
all
the
civil
rights
organizations
and
all
of
my
colleagues,
and
certainly
the
Headmaster's
from
our
prestigious
exam
schools
who
have
joined
us
this
morning,
but
also
we're
part
of
this
conversation.
B
We
thought
it
very
important
to
engage
them
as
well
as
the
parents
and
the
young
people,
as
we
have
this
conversation
so
I.
Thank
you
for
convening
this
in
a
very
timely
way.
I
think
parents
are
getting
letters
in
the
mail
soon
to
let
them
know
whether
or
not
they've
earned
a
spot
in
our
exam
school.
So
this
is
very
timely
and
I.
Thank
you
for
moving
quickly
on
this
Thank.
C
You
councillor
Robbie
George
and
Thank
You
councillor
Janey
for
the
partnership
as
well.
For
both
of
us
I
know
it's
not
only
because
of
the
districts
we
represent,
which
four
dominate
districts
of
color,
that
we
do
this
work
and
we
speak
of
equity
and
access
all
the
time,
but
it's
also
personal
for
both
of
us.
So
thank
you
for
the
partnership.
Thank
you
to
the
advocates
for
being
here
who
also
testify
and
who
have
been
working
on
these
issues.
Long
before
I
got
to
the
council.
C
Thank
you
to
our
school
leaders
and
past
Headmaster's
I,
see
mr.
Condon
pastas
from
Latin
School,
who
is
here
as
well.
Thank
you
for
being
here.
Thank
you
to
BPS,
including
our
superintendent,
for
being
here
as
well.
I'm,
given
the
magnitude
of
the
issue,
I
know
how
important
it
is
to
you
guys.
I
appreciate
you
guys
also
being
here
and
thank
you
to
my
colleagues
who
are
here
and
those
who
have
been
participating
in
these
discussions
along
the
way.
C
The
schools
we
went
to
and
what
was
available
and
afforded
me
I'd,
say:
Boston
Latin
School
was
not
afforded
to
him
at
the
Burke
high
school
at
the
time
when
he
went
to
the
Burke
it
wasn't
accredited.
They
were
working
really
hard
and
they're
doing
incredible
work
today
and
they're
in
my
district
and
I
work
with
them
a
lot,
but
at
the
time
it
didn't
have
the
resources
and
all
that
was
available
to
me
at
Latin
school
and
that
made
a
big
difference,
I
think
in
our
life
outcomes.
C
C
I,
don't
attempt
to
understand
it
from
my
perspective,
but
in
looking
back
it
was
really
difficult
for
a
black
man
growing
up
in
the
city
of
Boston
back
then,
but
he
went
to
Boston
Tech
and
always
talked
about
the
quality
of
the
education
he
got
at
Boston
Tech.
So
these
institutions
are
BPS
is
great.
The
question
is:
how
do
we
make
them
available
to
all
students
fairly
equitably,
and
how
do
we
make
sure
that
the
process
is
fair?
We
have
75%
of
boston
student
age.
Population
is
black
and
Latino
40%
of
the
Roman.
C
At
these
three
exam
schools,
I
should
say,
but
only
40%
of
these
black
and
latina
Latino
students
are
represented
at
the
exam
schools
20%
at
Latin
schools.
So
we
know
the
numbers.
Clearly
we
have
work
to
do.
This
is
not
a
place
and
it
should
not
be
a
space
where
we
blame
the
school
leaders,
the
teachers,
the
principal's.
This
is
a
systems
issue
or
it
acquires
us
to
change
the
system.
The
principal's
get
their
lists
and
they
have
to
just
do
what
they
need
to
do
with
respect
to
that
list.
C
So
how
can
we
change
a
system
and
process
in
order
to
make
sure
that
everyone
has
fair
a
fair
shot?
This
is
also
not
about
pulling
apart
and
blaming
certain
students
and
I'm
gonna
pull
one
demographic
out,
our
Asian
students,
while
they
might
be
doing
well.
According
to
these
numbers,
they
still
are
students
of
color
and
they
still
are
struggling
and
actually,
in
some
conversations
with
some
of
our
Headmaster's
and
including
mrs.
Garrett
from
Latin
school.
C
We
talked
about
that
the
importance
of
looking
at
the
Asian
subgroup,
pulling
that
apart
and
recognizing
that
some
Asian
students
are
not
performing
well
and
sometimes
do
worse
than
some
of
our
black
and
Latino
students,
and
if
we
lump
them
into
sort
of
students
of
color
or
pull
them
out
when
we
see
its
fit,
we
often
will
lose
something
in
defining
the
problem.
So
this
is
also
not
about
blaming
our
students,
in
particular
Asian
students
or
even
our
white
students
or
our
white
parents.
C
It's
about
how
do
we
shake
up
a
system
to
make
sure
that
it
shows
up
fairly
for
everyone?
One
thing
I
will
add
given
where
I
sit
on
the
council.
This
is
an
opportunity
for
us
to
have
a
robust
conversation
to
really
look
at
different
strategies,
approaches
the
advocates,
the
report
that
was
done
recently
there's
a
lot
of
ideas.
A
lot
of
good
ones
grade
configuration
aligning
our
grade.
Configuration
with
that
of
private
schools
has
been
talked
about
for
a
really
long
time.
The
question
is
well:
what
are
we
going
to
do
about
that?
C
Expanding
access
to
the
exam
itself
to
make
sure
all
sixth
graders
have
access.
When
are
we
going
to
do
that?
What
does
that
look
like?
So
the
list
is
long
in
terms
of
short-term
wins
and
then,
of
course,
some
long
term
solution.
So
this
hearing
is
about
which
of
those
are
we
gonna
do
and
win,
and
how
are
we
gonna
get
it
done
and
also
exercising
the
political
will
to
get
it
done.
These
are
tough
conversations
that
we
need
to
have
when
we're
talking
about
equity.
C
When
we're
talking
about
the
history
in
the
city
of
Boston
around
race,
busing
racism.
These
are
tough
conversations,
but
in
order
to
move
forward
in
order
to
move
the
needle
on
these
important
issues,
we
have
to
extra
exercise
courage
in
the
political
will,
and
we
have
to
be
bold
and
for
that
I'm
grateful
for
the
partnership
with
councilor
Janie
in
particular,
who
continues
to
exercise
political
will?
Who
is
courageous?
C
E
You
very
much
I
want
to
thank
my
colleagues
for
pushing
this
conversation
and
for
your
very
eloquent
comments
about
the
need
for
it.
I
think
the
district
has
made
some
strides
already
in
addressing
some
of
the
issues
that
have
been
brought
up
over
the
last
few
years
and
particularly
his
councillor
Janie
mentioned
from
the
the
students
and
the
youth
themselves,
and
we
certainly
have
a
long
way
to
go.
E
But
I
want
to
celebrate
the
expansion
of
AWC
of
ISEE
access
of
moving
towards
a
commitment
to
having
that,
at
least
for
now
that
test
in
every
single
school
and
available
to
every
single
student,
because
we
have
seen
the
numbers
drop
off
sort
of
unconscionably.
If
we,
if
we
knew
that
the
demographics
of
students
who
were
able
to
go
to
that
test
outside
of
school
and
in
juggling
a
bunch
of
other
commitments
that
there
have
been
steps,
so
I
wanted.
I
want
to.
Thank
you
for
that.
E
I
also
want
to
thank
councillor
Campbell
for
comments
on
the
diversity
of
the
asian-american
community
and
certainly
I've
heard
a
lot
from
the
AAPI
community
on
this
issue,
and
this
dovetails
with
a
push
within
our
community
for
data
disaggregation,
overall,
that,
whether
it's
on
educational
outcomes
or
health
outcomes
or
public
safety
outcomes,
there
is
tremendous
disparity
and
we
need
to
be
in
councilor.
Flynn's,
always
been
a
strong
voice
in
making
sure
that
every
sub
demographic
and
every
family
is
addressed
in
the
way
that
need
and
the
support
that
they
need.
E
Sometimes,
as
we
have
that
conversation,
we
have
to
be
extremely
extremely
intentional
about
having
the
conversation
about
the
district
as
a
whole
in
every
single
one
of
our
students
that
sometimes
with
if
we
talk
about
the
exam
school,
as
you
know,
one
school
or
three
schools
that
represent
quality
education.
Unless
we
are
explicit
about
pushing
the
rest
of
it
to
that
statement,
but
in
and
of
itself
can
have
the
implication
that
we
are
okay
or
at
least
acknowledging
that
every
other
school
is
not
providing
the
quality
education
that
students
deserve.
E
And
what
are
we
doing
about
that?
There's
also
a
tension
in
terms
of
the
seats
available
at
these
schools.
I
think
what
came
through
for
me
both
reading
the
you
know,
media
reports
and
some
of
the
other
reports
that
have
come
out
is
that
we
have
to
grapple
with
this
as
a
district
about
how
we
expand
access,
or
you
know
whether
we
expand
access
and
how
we
guarantee
opportunity
at
these
seats
at
these
very
special
schools
that
should
be
celebrated
in
our
district.
E
Is
this
the
right
direction
for
our
district
to
continue
pushing
towards
expanding
access?
At
the
you
know,
quote-unquote
top
or
access
for
performers
who
are
able
to
pass
these
jump
through
these
hoops
and
pass
the
test
and
to
have
good
grades?
What
does
that
mean
that
we're
left
in
terms
of
focus
for
other
students
in
the
district
and
our
other
high
schools
so
I'm
very
torn
about
this
whole
situation?
E
I
think
this
is
an
extremely
important
conversation
to
have,
but
I
just
want
us
to
be
so
intentional
about
the
fact
that
when
we
have
this
conversation,
we
are
the
opportunity
costs.
We
are
not
having
the
conversation
about
the
other
schools
in
the
district
and
I
want
to
you
know.
Our
chair
of
Education
has
been
really
pushing
us
and
there
have
been
other
hearing
orders
filed
about
our
alternative
education
and
other
schools,
but
this
is
a
much
larger
issue
than
Boston
Latin,
School
or
even
all
three.
E
You
know:
Boston
Latin,
Boston,
Latin,
Academy
and
the
O'brien
school.
This
is
I,
think
the
the
lack
of
acceptable
and
quality
high
school
opportunities
overall
for
our
district
for
our
families,
and
maybe
just
even
the
perception
that
that
is
the
case-
is
extremely
destructive
for
our
city
and
the
opportunities
and
how
people
make
decisions
and
and
how
they
invest
in
in
the
city
and
how
they
feel
whether
they
feel
that
this
could
be
a
home
for
them.
So
high
school
education
overall
is
something
that
we
really
need
to
tackle.
E
F
You,
madam
chair
I,
want
to
thank
our
the
co-sponsors,
a
council
president
councilor
Janey
for
bringing
this
important
matter
for
it.
I'll
be
very
brief,
because
I
know
there's
a
lot
to
cover
here
and,
as
often
happens,
my
good
colleagues
have
covered
a
lot
of
the
ground.
That
is
why
I'm
here
as
well-
and
why
is
such
an
important
issue-
I-
think
it
really
comes
down
to
equity,
making
sure
that
well,
we
are
proud
of
our
exam
schools,
of
the
outcomes
for
their
students,
of
how
impressive
and
education
is
provided.
F
We
just
said
that
we
cannot
forget
the
other
schools
in
our
system
and
the
fact
that
the
goal
for
all
of
us
here
in
city
government
in
Boston
Public
Schools
as
residents
as
people
who
care
about
the
city
of
Boston
and
our
future,
is
that
anyone
in
a
Boston
public
school
should
be
having
the
same
opportunities
for
success,
whether
it's
because
our
compared
to
our
suburban
neighbors
compared
to
folks
who
are
the
exam
schools.
We
need
to
do
more
on
that,
and
it
is
important.
F
We
need
to
make
sure
that,
while
we
are
continuing
to
improve
everywhere
across
bps
and
in
our
exam
schools,
that
we
are
also
doing
everything
we
can
and
not
just
for
bps,
but
us
here
at
City
counselors,
as
advocates
as
people
in
the
city
of
Boston,
are
being
as
deliberative
as
we
can
using
our
limited
resources
to
address
issues
of
equity
and
access
across
the
board.
So
I
look
forward
to
the
discussion
and
from
hearing
from
our
partners
at
bps
from
the
community
about
ways
we
can
address
this
and
I
just
think.
A
So,
prior
to
our
first
panel's
presentation,
we
are
going
to
have
a
some
public
testimony
from
Warren
Simpson
Sampson
from
this,
who
is
a
civil
rights,
fellow
at
the
law,
lawyers
for
civil
rights,
so
Lauren.
If
you
come
up
to
our
public
testimony
podium
and
you
will
open
up
your
testimony
prior
to
the
panel
Thank
You
Lauren.
Thank.
G
A
H
Course,
year
after
year,
month
after
month,
Boston's
newspapers
of
record
have
reported
on
the
alarming
pattern
of
racial
resegregate
that
has
reemerged
in
bps
and
the
vast
opportunity
gap
separating
Boston's
educational
winners
from
the
rest
of
the
city.
Nowhere
is
this
gap.
More
clear
than
in
bps
is
exam
schools.
Yet
the
disparities
in
the
makeup
of
exams
student
bodies
persists
because
of
a
key
obstacle
to
exam
school
diversity.
H
The
admissions
process,
lawyers
for
civil
rights,
the
n-double-a-cp,
the
ACLU,
the
black
educators
alliance
of
Massachusetts
and
mass
advocates
for
children
have
been
working
on
this
issue
since
May
2017,
putting
out
a
report
that
outlined
how
neither
student
grades
nor
the
ISEE
are
fair
or
reliable
measures
of
student
aptitude,
given
the
enormous
variations
in
grading
among
Boston's
charter,
parochial
and
traditional
public
schools
and
the
failure
of
the
ISEE
to
test
material
taught
in
bps
classrooms.
These
problematic
criteria
disproportionately
exclude
black
and
Latin
X
students.
At
the
time
the
report
was
published.
H
Every
single
majority
white
neighborhood
in
Boston
had
an
exam
school
admission
rate
above
50%,
while
all
majority
black
and
lot
next
neighborhoods
had
admission
rates
below
50%
in
2017
to
2018.
Black
students
were
less
than
8%
of
the
student
body
at
Boston,
Latin
School,
but
over
30%
of
the
district
as
a
whole
lot.
Next
students
were
over
12%
of
enrollees
at
BLS,
but
over
40%
of
enrollees
in
the
district
as
a
whole.
H
By
contrast,
white
students
made
up
about
forty
five
point:
nine
percent
of
the
BLS
student
body,
but
only
fourteen
point,
two
percent
of
the
district
student
body
further,
as
other
counselors
have
alluded
to.
Although
black
and
Lawton
next
students
bear
the
brunt
of
the
disproportionate
impact,
the
unavailability
of
accurate
disaggregated
data
on
Asian
American
students
masks
the
impact
that
these
policies
have
had
on
Asian
American
sub
groups,
especially
Southeast
Asians
and
low-income
Asian,
Americans
and
other
educational
and
economic
contexts.
H
This
blindness
to
the
variation
among
Asian
American
groups
has
meant
little
attention
is
paid
to,
for
example,
the
economic
vulnerability
of
Vietnamese
Americans
or
the
fact
that
wealth
inequality
is
larger
for
Asian
Americans
than
for
whites.
The
evidence
supporting
a
change
to
BPS
is
admission
policy
for
the
exam
schools
continues
to
mount
in
the
Rapaport
study
that
others
have
referenced.
H
The
researchers
found
that
black
and
Lawton
x2
are
both
less
likely
to
apply
to
and
be
invited
to
exam
schools
than
their
peers,
observing
that
only
some
of
the
ISE
East
topics
are
covered
in
bps
classrooms
and
that
many
of
the
tested
concepts
are
accessible
only
to
students
who
have
prepared
for
the
exam
outside
of
school.
The
researchers
concluded
that
substantial
racial
gaps
existed
at
every
level.
Isee
test
taking
rates
is
e,
scores,
GPAs
and
listing
BLS
as
a
first
choice.
H
H
We
know
that
the
racial
and
socio-economic
makeup
of
these
elite
exam
schools
is
not
a
foregone
conclusion
only
twenty
years
ago,
using
different
admissions
policies.
The
exam
schools
admitted
much
more
diverse
student
bodies,
while
maintaining
their
standards
of
academic
excellence,
although
in
1998
court
challenged
resulted
in
the
termination
of
the
particular
policies
and
use
at
the
time
subsequent
cases
from
the
US
Supreme
Court
have
confirmed
that
an
academic
institutions
use
of
race
in
admissions
decisions
is
constitutionally
permissible
because
it
furthers
the
compelling
interest
in
Montaine
obtaining
the
benefits
that
flow
from
a
diverse
student
body.
H
Similarly,
race
neutral
admissions
policies
that
result
in
greater
diversity,
such
as
omitting
top
tier
students
from
each
school
or
each
zip
code
have
also
been
permitted
permitted
by
courts
in
her
landmark
opinion
affirming
the
compelling
interest
in
educational
diversity,
Justice
Sandra
Day
O'connor
wrote
that,
in
order
to
cultivate
a
set
of
leaders
with
legitimacy
in
the
eyes
of
the
citizenry,
it
is
necessary
that
the
path
to
leadership
be
visibly
open
to
talented
and
qualified
individuals
of
every
race
and
ethnicity.
Boston's
exam
schools
are
regarded
as
some
of
the
best
of
public
education.
H
They
are
pathways
to
higher
education,
to
professional
accolades
and
to
civic
leadership.
These
schools
must
be
open
to
qualified
students
of
every
race
and
ethnicity.
We
ask
that
bps
consider
implementing
the
changes
put
forward
by
its
communities
of
color
that
would
achieve
this
result.
Thank
you.
Thank.
A
You
Lauren,
and
so
at
this
time,
I'd
like
to
welcome
our
boss,
a
public
schools,
panel,
I'm
gonna
start
with
the
interim
superintendent,
and
let
you
introduce
yourself
and,
as
you
all
take
an
opportunity
to
introduce
yourself,
I'd
appreciate
you
just
recognizing
the
role
that
you
play
in
the
schools.
I'd
also
just
like
to
know,
because
I
think
it's
wonderful
that
they're
here
we
do
have
the
three
Headmaster's
from
Boston's
exam,
school's,
headmaster,
free,
Freeman,
woods
with
them
headmaster,
Skerritt
and
headmaster.
You
Tendo!
Thank
you
all
for
being
here.
I
Good
morning,
everyone
and
thank
you
all
for
being
here
I,
want
to
thank
the
chair
for
gathering
us
today
and
particular
to
council
president
Campbell
and
councilor
Janie
for
calling
the
hearing
and
to
all
the
counselors
present
for
participating
in
today's
discussion.
I'm
simply
gonna
kick
us
off
and
do
some
framing
and
introduce
the
team
which
your
right
is
large,
inclusive
of
our
school
and
central
office.
I
I
Think
it's
important
to
say
that
diversifying
exam
school
applications,
admissions
and
enrollment
all
elements
of
the
pipeline
are
critical,
connects
directly
to
the
district's
priority
of
closing
opportunity,
gaps
taken
as
a
whole,
even
with
some
recent
gains.
Enrollment
trends
demonstrate
that
black
and
Latin
X
students
are
underrepresented
at
bps
exam
schools
in
particularly
at
Boston,
Latin,
School
and
I.
I
So
today
we
want
to
highlight
in
particular
some
deliberate
steps
that
the
district
has
been
and
is
taking.
Some
are
better
known
and
some
are
not
so
a
number
are
already
underway
and
some
are
in
development.
We'll
also
discuss
what
the
data
is
showing
us
about
impact,
but
since
2016
in
particular,
and
continuing
through
the
current
year
during
the
presentation
and
discussion
I
would
draw
your
attention
in
particular
to
three
big
areas
of
action.
I
One
is
the
exam
school
initiative,
particularly
the
changes,
an
expansion
of
program
beginning
in
the
summer
of
2016
excellence
for
all,
which
also
launched
in
2016
as
a
partner
and
an
expanded
range
of
opportunities.
Alongside
of
the
traditional
advanced
work
classes
and
excellence
for
all,
is
now
in
its
third
year
of
program
operations.
So
there's
important
data
coming
out
of
that
and
then
the
newest
decision
and
announcement
this
past
fall
that
bps
will
begin
in
fall
of
2019.
I
On
behalf
of
all
of
our
students
before
I
hand,
things
over
to
the
panel
I
do
want
to
make
an
important
note
in
particular
to
pick
up
on
both
councillor
Wu
and
councillors.
A
comes
comments,
which
is
that,
while
we
are
today
talking
about
exam
schools
and
it
warrants
a
particular
conversation,
I
want
to
be
clear
that
our
focus
as
a
district
must
and
does
remain
on
advancing
improvements
on
behalf
of
all
of
our
students
in
all
of
our
schools.
I
But
what
BPS
needs
to
do
is
focus
on
implement
synthesis
of
these
recommendations
and
implementation
and
action
planning,
which
is
what
those
work
groups
focused
on
high
schools,
are
intended
to
do
so.
I'll
be
happy
to
talk
more
of
that
in
subsequent
conversations,
but
I
did
just
want
to
put
a
pin
that
those
were
all
announced
on
Friday
and
that's
important
work,
inclusive
of
all
of
our
high
schools,
as
well
as
the
alternative
education
programs
that
the
district
supports.
I
So
with
that,
I
am
delighted
today
to
be
joined
by
a
terrific
ly,
thoughtful
group,
all
of
whom
are
deeply
personally
and
professionally
committed
to
this
work
and
have
been
responsible
for
some
of
the
important
changes
that
have
been
made
just
in
the
past
couple
of
years.
So
with
me
today,
beginning
to
my
right,
Monica
Roberts,
our
chief
engagement
officer,
Colin
Rose,
our
assistant
superintendent,
of
the
opportunity
gap,
Becky
Schuster,
our
assistant
superintendent
of
equity.
I
We
are
joined
as
well
by
Carolyn
McNeil,
our
Ombudsman
Ombudsman
person,
who
plays
an
important
role
in
the
exam
school
admissions
process
relative
to
residency,
and
then
we
are
delighted
to
have
with
us
two
headmasters
of
all
three
of
our
exam
schools:
Tania
Freeman,
wisdom
of
the
John
Diehl
Bryant
math
and
science
school
Rachael,
Skerritt
of
Boston
Latin,
Academy
and
chim
da
Chen
do
head
master
of
Boston
Latin
Academy
sorry
did
I,
just
reverse
those
Boston
Latin
School
Boston,
Latin
Academy.
Let
me
get
that
right.
J
Morning
and
thank
you
for
having
us
again,
my
name
is
Monica
Roberts
I'm,
the
chief
engagement
officer
for
Boston,
Public,
Schools,
I'm,
gonna,
start
us
off
with
a
bit
of
a
walk
through
the
data,
starting
with
our
application
trends
going
into
the
number
of
invitations
and
some
of
those
trends
and
finally,
talking
about
enrollment.
So
as
you
look
at
this
chart,
you'll
see
that
this
first
of
all
relates
to
our
seventh
grade
application
pool
that
are.
J
J
Moving
now
to
enrollment
since
2014
the
percentage
of
black
students
enrolling
and
our
exam
schools
has
trended
upward
from
16
percent
to
20
percent
over
this
five
year
period
versus
34
percent
overall
in
the
enrollment
in
the
district.
This
has
been
the
most
significant
shift
in
this
time
across
the
exam
schools.
This
is
then
followed
by
the
percentage
of
Latin
x
students,
enrolling
trending
upwards,
slightly
from
21
to
22
percent.
J
We're
now
gonna
look
at
enrollment
at
each
of
the
exam
schools,
starting
with
Boston
Latin
School
at
Boston,
Latin
School
since
2014.
The
most
significant
shift
is
in
a
percentage
of
Latin
X
students,
which
has
gone
from
13
percent
to
17
percent
over
the
five-year
period,
as
well
as
then
followed
by
black
students,
which
have
had
a
slight
trend
outward
from
10%
to
11%.
Our
Asian
student
population
at
this
school
has
trended
downward
from
25
percent
to
22
percent,
as
well
as
our
white
student
population.
From
50
percent
to
48
percent.
J
At
Boston
Latin
Academy,
the
most
significant
growth
isn't
a
percentage
of
black
students
which
has
gone
from
18%
to
24%
from
2014
to
2018.
Our
Latin
X
student
population
has
also
grown
from
22
percent
to
26
percent
across
the
do
exam
schools.
The
most
significant
decrease
in
the
percentage
of
Asian
students
is
at
BL
a
with
the
decline
from
24%
to
14%,
and
a
proportion
of
white
students
at
the
school
is
steady
at
34
percent.
J
Unless
we
turn
to
O'brien
school
of
math
and
science
at
the
O'brien
since
2014,
the
most
significant
increase
in
a
percentage
of
black
students
is
seen
here
from
30%
to
36%.
This
is
also
where
we
see
the
most
significant
decrease
in
the
percentage
of
Latin
X
students
from
forty
percent
to
thirty
one
percent.
The
percentage
of
our
Asian
student
population
at
the
school
is
also
slightly
down
from
19
percent
to
17
percent.
K
Morning,
my
name
again
is
Becky
Schuster
I'm,
the
assistant
superintendent
of
equity,
and
pleased
to
be
here
today
and
thank
the
counselors
for
continuing
to
draw
our
attention
to
this
important
issue.
When
we
look
at
the
data
as
a
whole,
as
we
all
know,
our
enrollment
trends
demonstrate
that
black
and
Latina
students
are
underrepresented
at
our
exam
schools,
particularly
at
Boston
Latin
School.
K
Our
strategy
as
a
district
is
to
eliminate
barriers
for
black
and
Latina
students
by
applying
aggressive,
innovative
interventions
at
every
stage
of
the
application
invitation
and
enrollment
process,
as
the
interim
superintendent
was
saying,
and
I
do
want
to
highlight
that
one
in
order
to
do
this
work
effectively.
Of
course,
we
need
to
understand
the
data
well
and
the
more
information
that
data
can
give
us
the
better
I
appreciated.
Lauren
Samson's
raising
the
issue
of
disaggregation
of
data
earlier
and
I
am
pleased
to
say
that
this
year,
when
Boston
Public
Schools
students
come
to
enroll.
K
For
the
first
time,
they
are
being
asked
a
long
list
of
potential
racial
and
ethnic
identities,
so
that
we
will
no
longer
be
limited
to.
For
example,
the
term
black,
which
obviously
includes
many
different
kinds
of
students
with
different
kinds
of
backgrounds.
Same
for
Hispanic
was
the
term
that
had
been
used,
Asian,
etc.
So
we're
giving
our
students
opportunity
to
identify
much
more
specifically
and
that's
going
to
generate
very
important
information
about
this
topic
and
many
other
topics.
K
So
what
is
the
challenge
we
have
identified
and
begun
to
address
systemic
barriers
at
every
phase
of
the
admissions
process
that
starts
with
which
of
our
students
and
families
are
aware
of
the
opportunities
at
exam
schools
which
of
our
students
and
families,
are
aware
of
the
admissions
process
and
important
deadlines
in
that
process.
How
students
are
registered
for
the
eysie,
what
opportunities
students
have
to
prepare
for
the
ISEE
and
therefore
be
more
likely
to
do
well
on
that
test?
Who
actually
completes
the
ISEE,
which
is
separate
from
who
registers?
K
Unfortunately,
you'll
see
the
data
soon
that
we
have
some
folks
who
don't
show,
even
though
they
have
registered
for
the
test
and
that's
another
barrier,
grading
practices
and
finally
enrollment
preferences,
where,
even
when
our
black
and
Latino
students
are
invited
to
exam
schools,
we
don't
always
see
them
attending.
So
we'll
talk
about
that
as
well,
and
these
barriers
for
black
and
Latino
students
exist,
regardless
of
where
they
attend
elementary
school,
so
whether
they
attend
a
bps
elementary
school,
a
charter
elementary
school,
a
private,
elementary
school
parochial,
elementary
school
black
and
Latina
students.
K
J
One
of
the
challenges
that
we've
picked
up
on
and
heard
about
is
just
making
sure
that
family
actually
know
about
the
opportunity
to
apply
to
go
to
an
exam
school,
but
not
just
that.
We're
sharing
that
information,
but
they
understand
what
the
opportunity
is.
So
there's
been
a
lot
of
work
done
over
this
last
year,
thanks
to
the
work
of
dr.
Rose
and
the
office
of
opportunity
gaps
where
we've
done
more
high-touch
outreach.
So
we've
done
a
lot
of
individual
calls
to
students
and
the
dr.
Bose
will
talk
a
little
bit
more.
J
We
identified
as
being
highly
likely
to
be
able
to
be
successful
and
we've
been
able
to
enter
into
an
exam
school
in
terms
of
giving
them
individual
calls
ask
them.
Have
you
heard
about
the
exam
schools?
What
do
you
know?
The
answer,
questions
to
share
more
information
about
the
opportunity
I
shared
with
dr.
Bose
after
his
first
round
of
phone
calls
that
there
were
a
couple
of
young.
Ladies
from
my
church,
who
shared
with
me
that
they
got
the
call
they
know,
I
work
for
bps
and
they
kind
of
said.
J
Well,
we
didn't
really
know
what
the
exam
schools
were
about,
but
it
sounded
like
something
you'd
be
upset
about.
If
we
didn't
pursue-
and
so
I
said,
I
wanted
him
to
know
that
the
the
individual
phone
calls
were
working
and
so
that
high-touch
seems
to
be
providing
some
some
movement
in
the
right
direction.
In
addition,
we
know
that
there
needs
to
be
much
clearer
messaging
about
what
the
opportunity
is,
what
it
means,
what
the
what
this
will
feel
like
for
our
students
and
also
in
terms
of
the
process,
timeline
and
benefits.
J
We
have
heard
from
another
a
number
of
families
of
color
being
unclear
about
some
of
the
steps
in
the
process,
so
we're
working
and
have
been
working
to
make
sure
that
it's
much
more
clear
and
that
the
information
is
accessible
and
it
many
more
places
we
reached
out
to
partners
asking
to
share
information
going
to
libraries
and
looking
at
more
ways
that
we
can
get
this
out.
Our
goal
for
next
year
is
to
really
leverage
more
ethnic
media
opportunities
to
share
this
information
as
well.
J
We've
also
extended
the
proof
of
residency
deadline,
because
we've
learned
that
this
is
particularly
impacted,
our
students
of
color,
and
so
this
provides
more
runway
for
students
to
get
into
a
Welcome
Center
and
provide
the
information
they
needed
that
their
families
will
have
to
produce
in
order
to
sit
for
the
exam
and
be
eligible
for
entrance.
There's
also
been
lots
of
work
by
our
individual
exam
schools.
L
Hi
Jim
do
Jen
do
so
we're
trying
to
do
a
number
of
things
at
boss,
online
Academy
to
increase
outreach
to
the
product
community.
Some
of
things
we've
been
doing.
We
do
neighborhood
meetings,
it's
a
little
tricky
because
we
do
it's
dependent
on
parents
in
our
building
who
are
willing
to
host
other
families
at
their
homes
or
various
sites
around
the
neighborhood.
L
We
also
do
school
tours
visitation
days.
At
any
point,
you
can
go
on
our
website
link
up,
sign
up
for
school
tour
and
we
provide
students
and
ambassadors
to
walk
around
the
school
and
do
visitations.
One
of
the
things
we
did
enjoy
is
a
scant
exam
school
initiative
through
the
work
of
Colin
Rose
and
his
team.
They
built
it
out,
increase
the
number
of
increase,
the
diversity
of
youth
that
attend
that
meeting
and
we
actually
get
to
actually
talk
to
students.
At
that
point.
There
too
another
thing
that
we
are
discussing
right
now.
L
I
know:
we've
had
emails
about.
It
is
trying
to
reach
students
in
the
younger
grades
that
it's
early
as
fifth
grade,
because
we
do
do
school
showcases,
but
it's
really
towards
students
who
typically,
they
already
know
whether
they're
gonna
be
able
to
get
into
Bo
one
of
the
three
exam
schools.
We
do
do
special
cases
at
our
school
2/3
of
them
I
try
to
stagger
them
some
in
the
morning,
some
in
the
afternoon
and
some
League
afternoon
around
6
to
9.
L
Another
thing
that
we
do
is
we
do
have
prospective
students
day
so
when
students
do
know
that
they're
getting
in
we
do
try
to
reach
out
to.
We
do
have
people
who
call
the
parents
of
the
prospective
students
when
we
get
the
list
to
make
sure
that
we're
reaching
everybody
so
that
they
come
to
these
meetings,
and
we
do
talk
about
a
diversity
at
the
school
and
things
like
that.
M
Oh,
oh
good
morning,
everybody
Rachel
scare
at
Boston,
Latin,
School,
Boston,
Latin
School,
is
definitely
enriched
by
a
diverse
and
engaged
student
body
and
would
be
further
enriched
by
further
progress
in
this
area.
While
we're
proud
to
be
a
school
representing
every
neighborhood
in
Boston,
numerous
countries
of
origin
and
as
many
as
42
languages
spoken
at
home.
We
know
that
our
racial
demographics
do
not
reflect
those
of
the
Boston
Public
Schools
or
the
city
of
Boston.
We
also
know
that
many
elementary
and
middle
schools
in
Boston
are
underrepresented
in
our
student
body.
M
As
such,
we've
engaged
in
deliberate
intentional
outreach
efforts
to
represented
students
both
in
terms
of
race
as
well
as
sending
school,
together
with
our
equity
committee,
the
Boston
Latin
School
Association,
our
black
alumni
Advisory
Council,
and
our
parent
group,
families
for
equity
and
diversity,
we've
intensified
and
accelerated
efforts
to
increase
the
number
of
black
and
Latino
students,
as
well
as
students
from
underrepresented
schools.
An
expanding
diversity
is
not
simply
a
matter
of
connecting
with
a
range
of
prospective
families,
but
fostering
a
school
culture.
M
That's
inclusive
and
welcoming
and
I'll
talk
a
little
bit
about
school
culture.
At
a
later
point,
but
right
now,
I'll
just
share
the
multi-pronged
approach
that
we've
taken
to
outreach
and
when
I
say
multi,
prong
approach,
I'm
referring
to
work,
we
do
to
reach
prospective
families
well
before
they've
taken
the
ISEE,
then,
when
they've
become
applicants
to
the
exam
schools
by
taking
the
test
and
finally
to
students,
who've
been
invited
to
BLS,
specifically
so
for
prospective
students
and
families.
We
go
far
beyond
the
three
required
tour
dates.
M
We
often
offer
about
15
tours
annually
during
hours
most
convenient
for
families.
We
have
one
over
100
trained
student
tour
guides
who
speak
16,
languages
total,
not
individually,
to
promote
school
visits.
We've
distributed
flyers
in
English
and
Spanish
to
community
centers
and
libraries.
We've
sent
personal
emails
to
all
elementary
and
k-8
principals.
We
actually
host
stepping-stone
one
or
two
Saturdays
a
year.
It's
a
program
that
prepares
young
people
for
exam
and
independent
schools.
M
They
live
at
Boston,
Latin,
School,
Boston,
Latin
Academy
on
the
other
days,
other
Saturdays,
and
while
they
are
on
campus,
we
add
special
activities
and
tours
for
them
and
families.
This
past
December
all
of
the
fifth
graders
from
Russell
elementary
school.
Their
teachers
and
principals
spent
the
morning
at
BLS
attending
classes
and
performances.
M
It
was
a
great
experience
and
we
plan
to
use
the
model
for
future
5th
grade
class
visits
and
we've
also
gone
on
the
road,
some
participating
in
off-site
open
houses,
including
Kipp,
and
stepping
stone
and
bringing
our
seniors
to
read
to
children
at
Shaw
elementary
school
and
our
steps
quad
to
perform
for
children
at
the
Sumner.
One
students
have
taken
the
exam
with
support
from
bps.
We
sent
emails
and
letters
by
post
directly
to
black
and
Latino
students
who
took
the
ISEE
inviting
them
to
take
tours
to
reinforce.
M
We
sent
individual
emails
to
principals,
asking
them
to
encourage
their
families
to
visit
BLS
before
the
school
ranking
process.
That's
where
you
choose
whether
you
want
what
school
you'd
like
to
rank
first,
second
or
third
in
the
exam
school
process
and
as
a
result,
there
was
a
definite
increase
in
the
number
of
students
from
underrepresented
schools
who
came
to
take
tours
after
invites
from
bps
have
been
sent
to
families.
M
We
hold
a
phonathon
BLS
staff
and
parents
call
targeted
groups
of
parents
or
guardians
of
invited
students
to
welcome
offer
guidance
and
personally
invite
them
to
attend
one
of
our
open
houses
for
newly
invited
students.
We
found
that
that
personal
touch
has
made
a
difference.
Also,
the
black
alumni
advisory
council
sends
a
welcome
letter
and
package
to
black
invitees
and
B.
Aac
members
are
on
hand
at
the
open
house
to
greet
families.
M
This
engagement
with
invited
students
is
especially
significant
as
the
fastest
way
to
impact
the
demographics
of
BLS
is
simply
for
every
student
of
color,
who
is
invited
to
accept
a
seat
at
the
school
this
year,
we're
reaching
out
to
another
valued
and
sometimes
overlooked
partner
5th
grade
teachers.
Recognizing
that
5th
grade
is
pivotal.
We're
working
with
the
district
on
a
special
event
for
fifth
grade
teachers
on
Thursday,
March
21st.
At
that
time,
VPS
officials
and
exam
school
Headmaster's.
M
So
all
of
us
will
be
there
to
talk
with
5th
grade
teachers
about
the
application
process
and
their
key
role.
We'll
also
ask
for
their
input
and
creating
more
visiting
opportunities
for
their
students
and,
finally,
we're
always
working
to
improve
our
outreach
efforts,
and
to
do
so,
we
rely
on
students.
M
Families
for
their
input
will
continue
to
make
follow-up
calls
in
June
to
the
families
of
underrepresented
students
who
decline
a
seat
at
BLS,
as
we
want
to
find
out
what
influenced
their
decision
we've
found
in
past
years,
when
we've
done
this,
that
most
students
are
choosing
highly
selective,
independent
schools.
When
turning
down
a
BL
SC,
it
should
be
noted
that
any
student
who
ranks
BL
s
as
a
preference
other
than
first-choice
will
not
be
invited
to
BL
s.
M
After
invites
are
sent
out,
it's
difficult
to
quantify
how
many
students
fall
into
that
category,
but
we
also
want
to
know
what
does
make
students
excited
to
choose
BLS
so
tomorrow,
all
of
our
students
will
take
a
survey
designed
by
our
equity
committee
to
find
out
why
they
chose
BLS
and
what
supports
have
had
an
impact
on
their
transition
to
the
school.
Thanks.
N
All
right
good
morning,
I
am
Tania,
Freeman
wisdom,
headmaster
of
the
O'bryant.
The
first
thing,
I
want
to
note
is
that
75%
of
the
BPS
students
identify
as
black
and/or
that
next
and
at
the
O'bryant
67
percent
of
our
student
body
identify
as
black
and
latin
x.
So
it's
important
to
make
that
note
when
we
think
about
the
characteristics
of
what
the
demographics
at
each
of
the
exam
schools,
some
of
the
outreach
methods
that
we
use,
we
attend
to
showcase
of
schools,
it's
primarily
run
by
our
parents.
N
When
they're,
we
do
collect
the
names
of
families
and
follow
up
with
phone
calls.
One
piece
of
data
that
we
do
have
is
that
some
of
the
families
they
don't
have
the
information
about
the
admissions
process
and
it
this
is
also
manifests
itself
through
online
portal.
Through
our
website,
we
receive
a
lot
of
emails
and
they're
saying
we
want
to
send
our
child
to
your
school.
So
they
do.
They
do
not
have
the
information
that
they
need
about
the
admissions
process
to
exam
schools.
We
also
hold
school
preview
sessions.
N
These
are
held
at
different
times
of
the
day.
It
will
accommodate
different
families.
This
includes
a
student-led
tour,
an
overview
of
our
schools
programming,
as
well
as
the
Q&A
session.
We
also
schedule
individual
meetings
with
families
who
cannot
make
any
of
those
times.
We
also
hold
invite
teen
night,
and
this
occurs
after
people
get
their
out
their
letters,
letting
them
know
that
they've
been
admitted
to
an
exam
school.
This
is
a
huge
event.
We
have
latin
over
the
last
couple
of
years,
maybe
more
than
five
to
six
hundred
families
have
shown
up
to
this.
N
A
main
feature
of
this
night
is
our
parent
to
parent
session.
We
allow
our
parents
deleted
to
ask
questions
to
respond
to
questions
that
many
families
have
regarding.
What's
it
like
to
be
a
student
at
an
exam
school
and
things
to
expect
once
they're
there
during
this
time,
we
also
conduct
a
school
tour
and
we
present
an
overview
of
our
schools
programming
after
that,
we
also
offer
shadow
days
to
students,
so
they
can
contact
our
guidance
counselor's
and
they
do
set
up
the
opportunities
for
young
people
to
come
in
shadow
students
at
the
O'bryant.
N
We
also
make
a
lot
of
calls
to
families
after
we
receive
the
invitation
list
primarily
to
those
families
who
have
not
yet
accepted
their
seats.
One
of
our
findings
is
that
many
of
the
students
who
don't
accept
the
seats
they
are
staying
at
their
charter
schools-
and
this
is
manifests
itself
through
the
expansion
of
charter
schools
at
the
high
school
level.
So
the
students
who
don't
come-
they
usually
stay
where
they
are.
We
also
attend
the
exam
school
initiative
open
house
at
BLS.
N
We
bring
students
and
other
staff
members
to
talk
about
our
school's
programming
and
just
the
diversity
of
the
O'bryan.
We
also
hold
a
summer
orientation
for
our
students
who
have
accepted
their
seats
and
the
reason
why
I
mentioned
this
is
because
this
is
another
opportunity
for
us
to
reach
to
make
outreach
to
those
families
who
have
not
yet
accepted
their
seats.
N
And
by
doing
this
we
have
gotten
a
couple
more
families
to
actually
attend
the
O'brien,
so
we
hold
the
two
day
orientation
for
our
grade,
7
students
and
then
a
week-long
orientation
for
our
grade,
9
students
and
other
than
that.
We
have
our
website
and
we
have
the
email
portal
that
you
know.
Families
can
reach
out
to
us
on,
and
these
are
the
primary
ways
that
we
reach
out
to
families.
A
Rose
before
you
I'm
sorry
I
just
want
to
make
sure
to
welcome
counselor
Flaherty,
who
joined
us
a
little
bit
ago,
but
I
didn't
want
to
interrupt
presentations.
Thank
you.
O
I'm
Colin
rose
from
the
opportunity
gap
office
over
at
bps
beyond
what
was
just
spoken
about
around
letting
people
know
about
the
process
and
the
availability
of
exam
schools.
I
wanted
to
briefly
talk
about
the
actual
registration
process
of
the
IEC
and
some
of
the
problems
within
and
what
we've
done
to
try
to
address
it.
O
Basically,
if
you
look
at
the
numbers
of
those
who
register
for
the
ISEE
there's
disproportionality
where
why,
in
asian
students
in
their
percentages,
far
outweigh
the
black
and
Latina
students
who
are
applying
and
registering
for
the
iace,
so
one
of
the
new
interventions
that
we
took
up
two
years
ago
was
pre
registering
students.
Anybody
that's
been
school-based
before
understands
kind
of
how
arduous
that
process
of
registration
can
be.
You
have
a
slip
of
paper
that
has
to
go
home
and
a
student's
backpack
come
back
to
the
school
from
the
school
get
the
central
office.
O
The
last
couple
of
years
were
in
between
50
or
55
percent,
Latino
X
between
25
and
30.
So
our
percent
black
around
10
percent
white
and
10
percent
Asian.
There
was
a
dip
last
year
and
the
percentage
of
black
students
who
were
registered
so
we're
trying
to
figure
out
what
happened
there
so
that
when
we
pre
registered
students
next
year,
that
doesn't
happen.
O
B
I
O
P
K
So,
in
addition
to
the
barriers
that
we've
seen
to
students
registering
for
the
ize,
we
have
also
seen
disproportionality
in
terms
of
who
registers
and
yet
does
not
actually
complete
the
test
on
the
testing
date.
So
when
you
look
at
the
statistics
involving
who
registered
for
the
test,
who
then
completed
the
test
versus
who
did
not
show
for
the
test,
we
can
again
see
gaps,
opportunity,
gaps
for
our
Latino
X
and
black
students,
so,
for
example,
for
2017
test
in
November
of
2017,
you
can
see
that
of
the
Latin
x.
K
Students
who
were
registered
38
percent
did
not
show
up
the
day
of
the
test,
and
we
can
imagine,
while
we
don't
know
exactly
what
those
barriers
were.
We
can
imagine
what
some
of
those
barriers
are
in
in
terms
of,
for
example,
just
on
a
most
simple
level,
how
what
public
transportation
is
like
to
get
to
the
test
site?
K
Similarly,
for
black
students
in
the
first
year,
39
percent
of
data
here
of
39
percent
did
not
show
the
day
of
the
test.
Forty
percent
the
second
year,
whereas
for
white
and
they
agen
students.
The
number
of
no-shows
is
much
lower
for
white
students
14
in
the
19
percent
and
for
Asian
students
holding
study
at
7
percent.
So
this
shows
the
importance
of
the
district
taking
action
in
addressing
the
disproportional
barrier
to
attendance
at
the
ISEE.
K
So
here
are
some
interventions
that
we
have
implemented
first
and
we're
very
pleased
that
this
coming
November,
the
ISEE,
will
be
administered
at
every
school,
with
a
six
every
bps
school
with
a
sixth
grade
during
the
school
day.
This
will,
we
hope,
eliminate
many
of
the
barriers
for
students
who
have
registered
for
the
test
actually
completing
the
test.
It
represents
a
significant
investment
in
the
bps
proposed
budget,
three
hundred
and
sixty
four
thousand
dollars
allocated
to
ensure
we
have
sufficient
actual
food
tests
for
our
increased
number
of
test
takers.
K
Support
for
school
based
testing
increase
outreach
to
families.
We
want
to
make
sure
that,
as
we
make
this
change,
we
do
it
very
well
and
take
into
account
then
how
the
particular
logistics
at
every
school.
Another
intervention
is
continuing
to
pre-register
students
based
on
the
district
analysis
that
Colin
mentioned
earlier,
but
any
student
can
opt
in
to
the
ISEE.
K
Students
may
opt
out
of
school
based
testing.
Of
course
we
do
have
some
student,
you
know,
students
who
feel
that
they
are
taking
more
tests
than
they
need
to
and
would
prefer
to
opt
out
in
general,
but
in
specific
they
can
opt
out
of
school
based
testing
and
instead
take
the
free,
Saturday
exam
or
use
a
private
test
facility
if
they
prefer.
We
will
also
continue
to
offer
disability
accommodations
for
the
ize
at
a
central
location
on
Saturday.
K
The
impact
of
this
pilot
on
grade
six
participation
rates
will
help
us
determine
whether
we
should
also
expand
the
a
similar
program
to,
for
example,
eighth
grade
when
we
see
more
entrance
into
exam
schools,
particularly
the
O'brien
I,
think
that
we
are
anticipating
that
students
will
benefit
from
testing
in
a
more
familiar
environment
where
they're
already
accustomed
to
the
testing
protocols
at
their
schools,
where,
in
many
cases,
we'll
be
able
to
provide
these
disability
accommodations
at
their
schools.
And
we
hope
that
families
and
students
will
be
less
inconvenienced
by
weekend.
O
O
Three
years
ago,
when
I
came
into
my
position,
I
looked
at
our
exam
school
initiative,
which
is
a
free
two
week
test
prep
program
over
the
summer
and
Saturday
is
moving
into
the
tests.
Only
25%
of
those
that
were
taking
advantage
of
that
program
were
black
and
Latin
X
students,
so
beyond
even
the
private
classes
and
tutors
that
others
access
our
population
of
students
within
the
bps.
O
O
We
also
made
access
to
the
actual
program
easier
for
students
that
didn't
have
things
like
parents
to
drive
them
there
right
you're
talking
about
fifth-grade
students.
You
know
coming
from
a
tap
and
all
the
way
to
BLS
where
the
program
has
held.
Many
parents
are
not
going
to
be
willing
to
put
their
students
on
mbta
to
get
there,
so
we
provided
transportation
starting
three
years
ago.
O
It
was
a
small
Corps,
but
we'll
see
this
year
when
we
see
the
results
of
who
got
in
and
during
the
ninth
grade,
whether
how
effective
that
was
beyond
test
prep
I
think
a
larger
conversation
is
around
prep
preparation
throughout
elementary
school
to
take
on
the
rigors
of
an
exam
school,
so
historically,
programs
that
have
aimed
to
do
this
specifically
advanced
work
class.
Oh
sorry,
I'm
dealing
with
two
pieces
of
technology,
sorry,
historically,
programs
that
have
tried
to
attempt
to
do
this
again
have
been
disproportionately
in
Y
nation.
O
These
are
the
proportions
of
students
served
in
both
AWC
and
excellence
for
all,
as
compared
to
our
district
and,
as
you
can
see
in
these
bar
graphs.
Excellence
for
all
really
is
truly
representative
of
our
district
and
opening
opportunities
for
students
to
higher
rigor,
better
enrichments
and
and
what
we
believe
is
a
model
for
how
elementary
school
should
be
programmatically
across
the
district
and
we'll
be
looking
at
ways
to
take
components
of
that
and
spread
it
across
the
district.
O
It's
different
different
schools
have
different
gauges
on
what
our
grading
policy
was,
and
in
fifth
and
sixth
grade,
we
moved
from
numbers
in
fifth
grades,
one
through
four
to
letter,
grading
in
sixth
grade
and
so
to
try
to
get
a
handle
of
this.
We
actually
did
some
studying
ourselves
in
the
district
and
surveying
of
teachers,
and
so
we
created
a
working
group
that
surveyed
teachers
had
central
administration
as
part
of
it
and
talked
about
the
current
5th
grade
1
through
4
grading
scale.
O
Many
people
pointed
to
this
as
an
inequity
for
bps
students,
assuming
because
when
you
read
the
1
through
4
grading,
scale
and
5th
grade
it's
very
much
competency-based.
It
talks
about
fours
as
being
above
and
beyond
grade
level,
and
so
that
the
concern
was
that
students
that
might
get
an
A
or
even
a
we're,
getting
docked
in
it.
O
So
we
talked
for
a
while
around
changing
a
threat,
but
what
we
actually
learned
when
we
started
surveying
teachers,
is
they
weren't
operationalizing
one
through
four
to
the
letter
of
that
competency?
So
most
of
our
students
are
most
of
our
teachers
are
eighth
grade
and
we
surveyed
over
60%
of
them
we're
actually
using
4
as
a
proxy
within
the
a
range
which
actually,
if
we
keep
one
to
four,
is
a
net
benefit
to
our
students.
O
What
we
did
was
create
a
document
and
a
series
of
meetings
to
calibrate
around
that
to
make
sure
that
everybody,
every
fifth-grade
teacher,
knows
that's
the
way
that
we
are
calibrated
as
a
district,
that
anything
within
the
a
range
should
be
a
4
and
shouldn't
be
a
3,
and
so
that
communication
has
gone
out
to
all
fifth
grades
across
our
district
and
will
continue
to
be
our
message.
Moving
forward,
I'm
gonna
pass
this
on
to
Becky,
to
talk
about
enrollment
preference
or
or
my
preferences
once
the
testing
process
is
over.
So.
K
As
headmaster
Skerritt
mentioned
earlier,
another
point
where
we
see
disproportionality
is
that
some
black
and
Latina
students,
whose
scores
and
grades
would
qualify
them
for
invitation
to
Boston
Latin
School
opted
not
to
attend,
and
we
have
some
sense
of
that.
There
are
a
variety
of
reasons
for
that
and
in
some
cases
it
may
be
because
they
perceive
Boston
Latin
School
to
not
be
welcoming
or
supportive.
K
Obviously,
there
was
a
lot
of
publicity
around
challenges
regarding
the
racial
climate
at
the
school
in
November
of
well
January
of
2016,
and
therefore
we
may
have
some
students
opting
out
for
that
reason,
as
well
as
invitations
to
highly
competitive,
independent
schools,
etc.
In
terms
of
intervening
in
that,
at
that
point
in
the
process,
the
outreach
that
Boston,
Latin
School
has
been
engaging
in
I.
M
Thanks
Becky
I'll
just
take
a
couple
of
minutes
here
to
talk
about
some
of
the
program,
programming
and
initiatives
at
BLS,
but
it
should
really
be
noted
that
making
a
school
welcoming,
inclusive
and
warm
is
not
something
that
can
be
done
just
through
clubs,
events
and
programs.
We
really
invite
those
who
haven't
been
to
BLS
or
haven't
been
to
BLS
recently
to
come
visit
and
get
a
feel
for
the
school
and
our
everyday
activities.
Our
students
of
color
are
deeply
invested
in
their
school
and
have
significant
impact
on
the
school's
culture
as
a
whole.
M
All
of
these
affinity
groups
put
together
showcases
for
their
peers
that
serve
not
just
to
entertain
but
to
educate.
Just
this
past
weekend,
BLS
black
put
on
their
annual
showcase
to
culminate
Black
History
Month,
the
Vietnamese
Tet
festival
was
last
month.
The
tag
show
was
in
April
and
Asia
night
is
in
May.
M
We
have
also
begun
to
engage
and
work
specifically
targeted
to
our
black
and
Latino
boys,
starting
a
young
men
of
color
group
this
year
that
meets
both
on
and
off
site
during
the
school
day
and
after
school,
with
the
support
of
volunteer
mentors
on
many
of
whom
are
BLS
alums.
It's
been
extraordinarily
successful
in
its
short
time
thus
far,
and
we
look
forward
to
growing
the
program.
We're
appreciative
to
the
office
of
the
of
opportunity
gaps
for
their
support.
M
We
also
have
a
peer
mentoring
program
in
place
in
which
all
seventh
grade
graders
participate
multiple
times
in
their
first
year
they
meet
with
juniors
and
seniors
who
walk
them
through
various
skills
that
will
be
of
use
to
them
at
BLS,
from
self-advocacy
to
social
media
safety.
We've
also
expanded
upon
traditions
at
BLS,
such
as
our
annual
program
for
the
Martin
Luther
King
holiday
students
serve
on
the
planning
committee
with
me
for
this
event,
and
all
students
attend
the
MLK
program.
M
The
auditorium
events
is
paired
with
full
day
programming,
all
over
campus,
including
workshops
on
social
justice
by
members
of
our
faculty
sessions.
About
dr.
King's
legacy
by
members
of
his
fraternity
at
BU
and
an
interactive
workshop
for
all
eighth
graders
on
implicit
bias
by
a
Tufts
professor
who's,
also
a
BLS
parent.
This
year
we
explored
the
topic
of
what
it
means
to
be
an
ally
in
today's
society.
M
Finally,
we
aim
to
foster
a
culture
where,
if
a
student
experience
is
something
they
believe
compromises
an
environment
of
inclusiveness
and
celebration
of
differences,
they
will
feel
comfortable
coming
to
us
and
feel
confident
in
our
follow-up
around
those
issues.
We
work
in
close
partnership
with
the
office
of
equity
when
those
situations
arise
and
we
proactively
conduct
sessions
with
all
of
our
students
about
their
responsibilities
as
members
of
the
BLS
community
to
be
upstanders,
Thanks.
J
The
side
so
in
terms
of
one
of
the
other
issues
we've
been
trying
to
look
at
is
the
issue
of
residency
and
having
non
Boston
residents
attend
our
exam
school.
So
we've
done
a
lot
of
work
in
partnership
with
our
Ombudsman,
miss
Carolyn
McNeil
my
office.
The
Welcome
centers
does
the
work
of
actually
verifying
residency
with
families,
and
so
we
actually
create
a
flag
list.
That
then
goes
to
the
Ombuds
persons
office
of
students
who
do
not
attend
a
school
in
Boston
at
the
time
that
they
come
to
verify
residency.
J
So
it
means
that
they
have
been
able
to
verify
the
residency,
but
their
school
is
not
located
within
Boston,
and
so
that's
increased
our
first
flag
list
for
the
1920
school
year.
So
it's
so
for
this.
This
round
of
residency
verification
process.
The
next
school
year
we
had
107
students
who's
on
our
flag
list,
29
of
whom
were
confirmed
to
be
living
outside
the
district
and
therefore
will
not
be
considered
for
exam
school
admissions.
J
We've
also
made
some
shifts
to
our
policy
in
terms
of
residency
and
the
first
update
these
were
made
in
October
2018
is
that
students
who
applied
to
take
the
ISEE
enlist
the
public
school
that
is
not
in
Boston
during
a
residency
verification
process
will
require
a
letter
from
the
superintendent
of
that
city
or
town,
stating
that
they
are
aware
that
the
students
Boston's
with
that
the
student
is
a
Boston
resident
prior
to
taking
the
exam
in
November.
So
this
is
just
one
way
of
our
doing.
J
Another
verification
checked
that
the
student
is
in
fact
a
Boston
resident.
They
current
district
is
verifying
that
they
do
believe
the
student
to
be
a
Boston
resident.
Secondly,
we
also
updated
that
policy
to
reserve
the
right
to
request
additional
proofs
of
documentation
if
a
student
and
their
family
has
been
previously
found
to
be
in
violation
of
the
district's
residency
policy
and
are
we
registering
their
child
in
the
Boston
Public
Schools?
So
this
is
just
for
those
who
have
already
violated
that
we
will
may
require
additional
information
and
proof
that
they
in
fact,
are
Boston
residents.
J
So
we
are
continuing
to
do
this
work.
We
have
a
full-time
investigator
position
that
also
follows
up
on
tips
from
schools
that
may
come
from
other
parents,
teachers,
our
entire
body,
but
there's
a
lot
of
work
that
is
done
to
really
suss
out
and
determine
where
we
have
residency
infractions
and
then
to
correct
those
and
so
I.
Think
with
that
I
will
end
there
and
we
can
answer
more
questions
about
the
residency
piece
if
you
like,
but
I'll
turn
it
over
to
our
superintendent.
I
Thank
you
all
of
you
for
the
work
that
you
do
to
contribute
to
this
conversation
and
I
just
want
to
recap.
We
welcome
the
conversation
and
questions.
I.
Think
what's
important
about
today's
presentation
is
to
reflect
the
fact
that
this
conversation
about
how
do
we
increase
access
the
suggestions
that
have
come
from
those
who
are
close
to
the
work.
I
Those
are
inside
the
system,
but
also
many
community
advocates
reports
and
analyses
that
many
of
these
that
a
number
of
these
steps
are
practically
underway
and
some
of
them
just
beginning
this
year
and
so
I
think
that's
a
hopeful
sign
that,
as
the
broader
community
engages
in
a
conversation
about
how
do
we
want
to
approach
our
exam
schools?
What
are
the
strategies?
I
Since
they
are
the
topic
of
recent
analyses
and
recommendations.
Is
the
working
group
around
grading,
which
is
critical,
that
is
now
already
underway
and
will
impact
the
consistency,
reliability
of
grading
for
next
year's
invitations
and
then
the
exam
school.
The
ISEE
in
the
classroom,
which
is
Monica
mentioned
we
announced
last
fall.
We
have
built
into
the
budget
that
is
currently
being
proposed
for
FY
21,
a
beloved
when
t
19.
I
So
all
of
these
are
ways
of
indicating
that,
as
we
build
collective
ownership
and
understanding
of
steps
that
can
be
moved
forward,
we
are
actually
making
those
happen
and
I
think
that
that
is
a
continuing
conversation
that
Boston
needs
to
have
about
what
additional
steps
can
be
taken.
But
we
will
closely
assess
the
impact
of
these
big
changes
and
the
ISEE
in
the
classroom
is
a
big
one,
and
so
we
will
be
putting
a
lot
of
our
energy
into
that
rollout
for
this
coming
year.
I
To
make
sure
we
get
it
right
to
work
carefully
with
all
schools
so
that
there
aren't
unintended
consequences
and
then
to
assess
that
the
impact
that
that
has
on
the
expansion
of
opportunity-
and
we
welcome
taking
the
same
thoughtful
lens
to
feasibility
and
implementation
to
additional
ideas
and
recommendations
that
may
come
out
of
this
and
ongoing
conversations.
So
with
that,
we'll
be
happy
to
answer
questions
now
or
later.
A
Great,
thank
you
all
I'm
gonna
just
set
a
timer
for
myself
and
my
colleagues
for
our
questions,
just
because
we
will
be
here
for
a
little
while,
if
we
don't
do
that,
I'm
sorry
I
just
want
to
thank
you
all
for
your
our
presentation
today
and
your
availability
for
this.
This
question
and
answer
I
especially
want
to
thank
our
Headmaster's
for
taking
time
away
from
where
I
know
you
all
three
think
you
should
be,
which
is
in
your
school
communities.
A
So
I
appreciate
your
time
here
today
and
I
want
to
reiterate
what
a
number
of
us
said
that
the
focus
really
should
be
on.
How
do
we
improve
access
and
quality
of
education
to
all
of
our
high
schools,
and
one
piece
that
we
didn't
touch
on
in
the
presentation
is
the
role
of
some
of
our
other
application.
High
schools
have
and
how
that
might
impact
either
the
decision
to
enroll
at
one
accept
invitation
to
one
of
our
exam
schools
or
not
apply
at
all
I'm.
A
Sorry
I
don't
know
whether
or
not
we
have
any
of
the
information
on
the
data
for
application
schools
for
today
and
then
my
second
part
related
to
that
question
is
kids
that
are
invited
to
any
of
our
exam
schools
where
are
they
attending
instead?
So
we
hear
a
little
bit
about
charter
schools,
selective
private
schools,
but
do
we
break
down
that
data
at
all
to
see
where
our
kids
are
going
that
have
been
invited
to
one
of
our
exam
schools?
A
I
So,
just
on
the
topic
of
other
selective
enrollment
high
schools,
we
did
not
bring
that
data
today.
That
is,
data
and
any
specific
questions.
If
you'd
like
to
submit
them
to
us
that
we're
happy
to
follow
up
an
answer,
I
will
mention
that
the
notion
of
balancing
our
open
enrollment
high
schools,
our
selective
enrollment
high
schools,
our
exam
high
schools
and
our
alternative
education
programs
is
an
active
conversation
that
many
of
you
have
heard
us
address,
particularly
with
regard
to
bill
BPS.
It
is
an
important
issue.
I
It
particularly
impacts
not
only
the
concentration
of
need,
but
notably
the
equity
of
program
placement
for
some
of
our
most
vulnerable
learners,
including
our
English
learners,
and
our
students
with
disabilities
were
actively
addressing
this.
It
is
one
of
the
core
principles
of
school
organization
under
bill
BPS,
so
I
just
want
to
put
that
out
there,
but
we'd
be
happy
to
answer
any
specific
questions
about
current
enrollment,
but
it
is
an
important
and
broad
topic.
I.
A
Also
related
enrollment
or
choosing
to
accept
invitation
is
the
rule
of
any
of
our
kids,
who
are
receiving
either
on
an
IEP
or
a
504
plan,
and
what,
if
they
are
accepting
invitation,
what
that
rate
is
and
then,
if
any
of
them
are
attending
and
then
withdrawing
from
any
of
our
exam
schools,
because
then
the
needs
haven't
been
met
at
the
exam
schools.
We've
received
phone
calls
in
my
office
about
that
I
think
that's
because
the
special
ed
services
and
support
services
aren't
happening
in
a
satisfactory
way
at
the
exam
schools.
A
B
You
so
first
thank
you
for
this
presentation.
Thank
you.
All
for
being
here,
I
fail
to
mention
that
two
of
the
three
exam
schools
are
in
my
districts,
so
I
am
very
proud
of
that
point.
I
will
and
know
I'm
on
a
timer
and
a
lot
of
people.
A
lot
of
my
colleagues
will
have
questions
so
I'll.
Try
to
keep
my
questions
very
brief,
I'm.
B
So
one
thing
that
I'm
really
encouraged
by
is
the
amount
of
work
that
has
been
ongoing
since
I
was
much
more
active
in
these
conversations
with
all
of
you
and
with
all
of
the
folks
from
the
civil
rights
organizations
represented
here
today,
so
to
hear
about
the
expansion
of
the
exam
school
initiative
and
what
that
is
doing
very
encouraging.
One
of
the
things
that
I
took
from
your
presentation
was
real
intention
around
identifying
barriers
and
trying
to
then
remove
those
barriers.
I
a
quick
question,
I
know
of
the
three
exam
schools.
B
N
50%
of
the
O'briens
graduating
class
comes
enters
in
grade
nine,
so
we
have
fewer
sections
of
grades,
7
&
8
than
the
other
two
exam
schools.
So
they
may
they
can
speak
on
their
own
behalf
in
terms
of
the
percentage
of
students
who
enter
in
grade
9,
but
50%
of
our
schools.
Graduating
class
enters
in
grade
9
and,
yes,
we
do
accept
students
in
great
great.
B
B
M
M
B
So
one
of
the
things
that
you're
doing
as
well
is
you're
doing
the
test.
This
fall
in
schools,
which
I
think
is
is
huge
so
in
terms
of
if
I
can't
get
to
the
space
of
the
space
is
unfamiliar.
If
I'm
on
the
T,
you
know
you
remove
a
lot
of
those
barriers,
so
I'm
excited
about
that
happening.
I
noticed
that
you're
doing
an
opt
in.
Do
you
want
to
talk
a
little
bit?
Why
opt
in
versus
opt
out.
I
And
if
I
could
just
amplify
on
that
we're,
you
know
we're
attempting
to
be
conscious
of
the
fact
that
we're
introducing
another
test
for
students
and
so
I
think
it's
with
that
reason
that
the
team
has
thought
carefully
about
this,
and
the
other
is
that
I
just
want
to
highlight
both
for
the
pre-registration
and
also
for
the
test.
Just
to
put
a
fine
point
on
what
Colin
dr.
I
Rose
was
just
mentioning
is
that,
in
order
to
identify
students,
BPS
has
begun
using
a
broader
set
of
criteria,
so
we're
no
longer
relying
those
of
you
who
are
familiar
with
the
Terranova
tests
that
kids
take
in
the
third
grade.
That
sends
you
into
advance
work
class,
but
looking
at
a
range
of
M
cast
statistics
disaggregated,
as
well
as
grades
to
cast
the
broadest
possible
net
to
identify
students
who
would
then
be
strong.
That's
the
that's!
The
opt-in
part.
B
And
what
is
the
change
of
the
working
group
looking
at
grading,
because
that's
another
thing
that
you're
looking
at
the
great?
So
we
know
that
grade
inflation
is
happening
in
other
schools
outside
of
bps
and
one
of
the
things
that
you're
trying
to
do
to
address.
That
is
to
make
sure
that
students
who
would
be
lets
say
an
a-plus
average
are
receive
at
eight
plus
average
and
being
consistent
there.
What
is
the
charge
of
the
working
group
and.
O
I
think
that
the
charge
of
the
working
group
was
to
make
sure
that
we
weren't
disadvantaging
our
students
right
and
so
the
thought
actually
going
into
doing.
The
work
was
everybody
saying:
let's
go
to
a
through
F
and
in
fifth
grade,
and
we
actually
dug
into
the
data.
When
you
talked
to
the
teachers,
it
was
gonna,
be
less
advantage
for
our
students
to
go
to
an
A
through
F
system,
just
by
the
way
that
people
were
operationalizing
one
through
four.
O
We
believe
that
people
were
creating
for
as
almost
an
unreachable
bear
unreachable
mark,
which
is
not
what's
actually
happening
on
the
ground
and
moving
through
an
A
through
F
system.
You
have
a
pluses,
you
have
a
s
you
having
a
minuses
right
now,
if
we
norm
anything
from
a
minus
to
a
plus
equates
to
a
four
which
gives
you
12
points
towards.
B
These
are
conversations
that
have
been
being
had
for
years
now,
at
least
the
last
couple
of
years
and
I'm
wondering
what
your
thoughts
are
on
some
of
the.
So
there
were
four
recommendations
that
they
put
out
there.
If
you,
maybe
you
superintendent,
if
you
could
just
kind
of
give
some
sort
of
response
to
those
four
recommendations,
that
would
be
helpful
and.
I
I
assume
the
four
recommendations
are
referring
to
our
the
idea
of
a
top
percentage
of
bps
students
by
zip
code
or
Boston
residents
by
zip
code,
a
top
percentage
by
elementary
school,
a
holistic
model
that
ranks
students
using
a
variety
of
factors
and
then
a
bps
specific
test.
Yes
and
I
would
add
to
that.
Some
of
the
conversation
we've
been
having
again
long-standing
conversations
and
suggestions
both
from
the
community
also
backed
by
research.
I
So
the
look
at
grading,
the
ISEE
administration
in
the
classroom
and
then
the
notion
of
M
casts
versus
an
external
test,
so
we
have
been
looking
at
all
of
those
and
what
I
would
say
is
at
least
initially.
Our
approach
is:
some
of
these
are
complicated
proposals
that
really
involve
a
very
large
citywide
conversation
that
and
also
looks
into
logistically
legally
all
of
those
things.
How
would
you
make
some
of
the
big
changes
say,
for
example,
around
percentages
while
those
conversations
are
happening
and
we
think
those
are
important
conversations?
I
Our
strategies
have
been
aimed
at
things
that
we
can
do
right
now
to
address
reducing
barriers
and
increasing
access.
So
that's
why
we've
focused
initially
on
the
grading
on
the
ISEE
in
the
classroom.
We
are
also
looking
at
the
possibility
of
a
different
test
aside
from
ISEE,
but
because
we
prioritized
the
in-school
administration
first
for
this
initial
year.
I
A
C
Sorry,
George
I
guess
a
couple
of
comments
before
going
into
a
few
questions.
First
of
all,
thank
you
for
the
presentation.
Thank
you
for
the
work
that
you
continue
to
do.
Thank
you
for
the
disaggregation
of
data
along
racial
groups
and
subgroups
excited
to
see
what
that
turns
into
very
important
and
not
just
for
the
asian
community.
Like
you
said
for
the
black
community,
the
latin
x
community,
the
more
we
know
about
the
specifics
of
those
groups,
the
better
we
can
be
in
responding
to
their
needs.
So
thank
you
for
that.
I
think.
C
Another
thing
that
is
important
that
dr.
wisdom
pointed
out
is
whatever
response
that
we
have
with
respect
to
this
issue,
whether
it's
short
term
or
long
term
I
think
we
need
to
pull
apart
the
data
for
the
individual
schools
themselves.
Each
school
is
different.
Each
school
has
different
diversity
numbers
different
students
of
color,
different
numbers
of
students
are
special
and
you
name
it
and
I
think
we
need
to
pull
that
apart
and
then
have
a
response
that
speaks
to
each
school
differently.
C
C
While
we
also
need
to
couple
it
with
rebranding
the
institution's
one
of
the
things
we
talked
about,
yes,
I'm,
a
product,
the
Latin
school
I,
love
Latin,
school
I
will
always
love
Latin
school,
the
Bryant
O'brien,
formerly
Tech,
Latin
Academy
are
also
excellent
institutions
that
often
don't
get
the
credit
and
the
the
the
credit
they're
due
for
the
incredible
work
they
do
in
educating
our
student
population.
So
what
would
it
mean
for
us
in
this
conversation
to
acknowledge
that?
C
But
the
district
and
those
in
the
community
to
continue
to
put
at
the
forefront
this
rebranding
of
these
institutions
as
all
excellent
institutions,
so
I
wanted
to
put
that
out
there?
And
yes,
we
know
this
work.
This
conversation
has
to
be
coupled
with
not
only
what's
happening
in
open,
enrollment,
high
schools,
our
selective
high
schools,
but
also
this
idea
around
culture
within
these
institutions.
We
need
to
put
a
mirror
up
frankly
right
here
in
government
right.
We
need
to
talk
about
culture.
We
need
to
talk
about
early
ed.
C
Clearly,
family
outreach,
engagement,
crucial
key
our
parents,
knowing
how
this
process
works
and
us
proactively
reaching
out
to
them.
So
I
just
want
to
say
you
know
who's
owning
that.
What's
the
funding
look
like
I
mean
clearly,
the
schools
themselves
are
doing
incredible
work,
but
they
have
a
lot
to
do
so.
How
might
we
own
this
centrally?
How
do
we
outreach
to
every
single
family?
Is
it
at
the
same
time
that
we're
doing
the
ISEE
for
every
sixth
grader,
our
parents
getting
a
packet
before
then
at
what
point
do
they
get
information
about?
C
This
is
MC
process.
I.
Imagine
if
you
were
coming
into
one
of
our
welcome
centers
in
that
package
should
be
information
about
this
and
a
follow-up
call
specifically
to
students
who
we
are
trying
to
be
intentional
around
so
I
would
love
to
hear
a
little
bit
more
about
that
family
outreach
and
getting
that
information
to
parents.
C
And,
lastly,
just
one
quick
question
for
this
round:
cuz
I'm
sure
this
might
be
soon
ISEE
now
available
for
all
sixth
graders
there's
been
miscommunication
around
that
when
we
say
all
sixth
graders,
so
is
it
all
sixth
graders
that
would
be
taking
this
exam
and,
if
not,
then,
who,
amongst
those
sixth
graders,
are
actually
going
to
be
sitting
for
the
new
ISEE
that
is
gonna
be
rolled
out
within
schools,
not
just
on
the
weekend.
Thank
you,
and
so.
I
I'm
gonna
have
the
engagement
question
be
led
by
Monica
and
with
any
fill
in
by
dr.
rose
as
well,
but
just
on
the
ISEE
administration
in
particular.
I
want
to
point
out
that
that
is
for
November
2019.
It
is
in
the
budget.
We
are
actively
working
now
on
that
implementation,
so
I
would
push
back
just
a
little
bit
on
miscommunication,
but
rather
that
we
are
just
developing
how
that
is
going
to
roll
out
we're
working
closely
with
schools
and
with
school
leaders.
I
C
J
Thinks
that
we're
gonna
do
one
one
of
the
things
that
we're
realizing
as
we're
trying
to
communicate
with
families.
Is
that
you're,
a
typical
your
traditional
media
outlets?
Don't
work
for
all
families,
and
so
we've
been
talking
about
going
back
to
traditional
mailers.
There
are
some
challenges
with
that,
because
we
know
a
lot
of
our
families.
There
is
a
high
mobility
rate,
but
we
also
are
hearing
some
from
families
sent
at
home.
J
A
lot
of
our
information
goes
through
our
schools
and
even
as
a
relates
to
sharing
information
to
our
charter
schools
and
our
the
colleagues
and
in
terms
of
the
broking
of
private
sectors,
who
also
have
Boston
students,
a
lot
of
our
families
are
saying:
send
at
home
send
to
do
partners
YMCA.
So
we
were
doing
a
lot
of
the
partnership
model
already,
but
we
have
not
been
doing
mail
as
home,
so
we're
gonna.
Look
at
that,
but
also
can.
J
Been
sending
mailers
directly
home
in
terms
of
information
on
in
advance,
so
we're
gonna
be
looking
at
that,
as
well
as
better
again
leveraging
ethnic
media.
A
lot
of
our
families
are
saying
the
radio
works
for
us
right
and
so
we're
we
are
gonna,
be
looking
at
how
we
leverage
some
of
our
funding
to
begin
to
better
leverage,
our
ethnic
media,
as
well
as
continue
to
do
the
high-touch
work,
such
as
making
phone
calls.
We've
have
had
some
cross
departmental
efforts
in
doing
that
work,
and
so
we
want
to
continue
to
do
that.
J
O
I
mean
our
involvement
out
of
my
office
a
little
bit
more
targeted
the
Monica's,
so
we're
looking
specifically
at
ESI
stupa
students,
but
also
low
hanging
fruit,
really
high
potential
students
that
we
we
want
to
push
towards
taking
the
ISEE
exam
that
historically
haven't
been
taking
advantage
of
it.
So
that
was
the
push
for
registration
and
now
even
the
push
into
the
schools,
because,
even
if
you
look
at
our
pre-registration
numbers,
those
who
are
showing
up
to
the
test
sites
on
Saturday
I'm.
O
Looking
at
the
numbers
now
there's
over
400
highly
highly
selective
latina
students
that
didn't
show
up
for
that
Saturday
exam.
So
just
putting
that
into
schools
will
increase
almost
600
black
and
latina
students
who,
we
would
say,
are
high
potential
into
putting
that
exam
in
front
of
them
versus
them
having
to
get
to
a
Saturday
program.
So
our
efforts
have
been
much
more
targeted
towards
that
kind
of
low
hanging
fruit.
So.
C
J
A
O
The
school
day
in
their
classroom
so
I
mean
part.
Part
of
this
again
is
a
balance
between
making
another
force
test
for
students
where
it
doesn't
necessarily
make
sense
for
them
to
take
that
test
and
giving
people
a
chance
to
opt
in,
even
if
it
doesn't
look
like
they
might
have
the
grades
or
whatever
to
get
in
to
an
exam
school
right.
C
Is
right
so
we're
gonna
be
setting
them
up
setting
up
so
I
think
the
misinformation
out
in
community
in
the
building
around
this
particular
issue
is
just
that.
Are
we
going
to
have
every
sixth
grader
in
bps,
take
the
exam
and
then
say
when
you
get
to
the
exam?
If
you
want
to
opt
out
before
great
or
are
we
gonna
go
through
some
process
where
we
then
take
just
a
subset
of
our
sixth
graders
and
those
subset
students
can
then
opt
out
I.
C
I
Graders
right
and
again
so
this
is
exactly
the
right
conversation
that
the
work
group
is
working
on
and
finalizing.
So
that's
why
I
would
just
want
to
be
clear
and
the
current
conversation
and
Rec
emerging
recommendations
of
the
workgroup
around
implementation
is
that
it
is
available
to
all
school
all
sixth
graders
in
their
buildings,
I'm
still
waiting
for
a
recommendation
on
whether,
for
example
right
now,
it
would
not
necessarily
be
handed
out
to
every
kid
sitting
in
a
sixth
grade
classroom.
I
It
might
be
a
different
room
for
those
who
are
taking
it
over
the
course
of
the
day
those
logistics
are
being
worked
out.
The
current
recommendation
is
that
the
the
work
group
is
recommending
a
broad
identification
of
high
potential
students,
but
not
every
sixth
grader
being
mandated
to
take
it
and.
I
A
broader
invitation
and
then
an
additional
opt-in
for
anyone
who
still
wants
to
take
it,
even
if
they
don't
aren't
captured
by
that
wave
and
then
an
opt-out
for
those
who
were
identified.
Who
don't
want
to
take
another
test,
so
you
know
again,
we
always
have
to
have
parameters
that
respect
family
choice
at
every
step
of
the
process.
We
welcome
input
and
suggestions.
The
recommendations
are
again
always
around
unintended
consequences,
maximizing
opportunity,
but
not
obliging
students
to
take
a
test
that
is
not
going
to
know.
C
Just
add
this
either
so
in
the
right
direction.
This
is
a
good
thing.
It
gets
it's
not
just
on
Saturday
it's
in
the
classroom,
but
I
don't
want
to
go
out
to
community
and
say
all
sixth-grade
is,
if
that's
not
the
case,
and
so
right
now
we're
saying
that
and
that
can
create
confusion
at
what
a
later
point.
We
might
have
to
roll
that
back
and
redefine
it
or
define
it
differently
and
I
want
to
be
clear
that
we
don't
do
make
mistakes
right.
That's
what
this
is
I.
I
Think,
because
this
is
a
new
initiative,
you
know
it's,
the
the
budget
still
isn't
finalized.
That's
obviously
important.
It
is
in
this
coming
year's
budget
and
we
have
so.
We
will
be
communicating
clearly
when
the
work
group
finishes
at
work.
It's
work,
I.
Think
the
best
conversation
at
this
point
is
to
say
that
it
will.
I
The
ISEE
will
be
available
at
all
bps
schools
with
a
sixth
grade
during
the
school
day
and
leave-
and
you
know,
give
the
workgroup
just
a
little
more
time
to
finalize
its
communications
materials
around
those
specifics,
because
that
has
not
yet
begun
and
obviously
we're
using
this
winter
and
spring
to
make
sure
we've
figured
out
carefully
how
to
implement
it.
So
it's
not
a
misinformation.
It's
a
not
yet
information
in
terms
of
the
details
of
the
administration,
Thank.
D
K
I'll,
take
a
first
shot,
the
it's
always
difficult
to
know
the
reasons
why,
when
we
see
an
uptick
or
a
downtick
in
any
particular
population,
but
at
the
moment
it
is
a
zero-sum
game.
We
have
so
many
seats,
a
specified
number
of
seats
in
each
exam
school.
So,
as
we
make
improvements
in
correcting
some
of
the
current
gaps
opportunity
gaps
for
black
and
Latino
students,
we
will
expect
to
see
some
decrease
in
white
and
Asian
students
who
are
currently
over-represented
compared
to
their
population.
District-Wide.
J
D
J
D
Other
the
other
question
I
had
is:
what
type
of
outreach
would
you
be
doing
for
students
that
are
living
in
public
housing?
Is
there
any
type
of
program
that
you
could
reach
them
in
the
developments
provide
some
type
of
educational
services
to
them,
whether
it's
at
the
Cathedral
high
percentage
of
African
Americans,
when
X
or
in
the
laboratory
of
Spanish?
Is
there
any
type
of
outreach
we
could
do
to
students
living
in
public
housing,
I'll.
K
So
I
think
that
that,
with
the
fact
that
the
district
kudos
to
Monica's
team
in
our
communications
department
is
using
many
different
forms
of
communication,
not
just
snail
mail
but
email
text,
messaging
phone
Robo
calling
in
the
language
that
is
the
preferred
language
at
home
is,
is
not
only
beneficial
in
my
household.
But
it's
beneficial
I.
Think
to
parents
who
use
many
different
forms
of
communication
across
the
district
and
I.
Don't
know
if
others
want
to
add
specifically
around
public
housing.
J
Yeah
I
can
so
we
have
expanded
our
Community
Engagement
Team
and,
in
addition
to
helping
us
to
roll
out
our
public
conversations
around
the
series
of
initiatives.
Currently
it's
bill,
BPS
part
of
what
we
plan
to
have
them
doing,
is
also
to
do
a
lot
of
work
in
the
community
in
terms
of
attending
events
and
activities
overall
to
raise
awareness
around
initiatives.
J
One
of
the
things
that
that
particular
team
has
done
historically
is
had
good
relationships
with
the
public
housing
associations,
and
so
we
have
historically
gone
and
done
information
sessions
which
we
hope
to
continue
to
do
we're
providing
incentives
for
families
to
come
out
and
to
get
more
information.
So
we
hope
to
continue
to
leverage
those
relationships
so
that
we
can
encourage
families
one
to
be
aware
and
to
to
think
about
whether
the
child
might
take
the
test.
I
think
the
in
terms
of
the
the
work
in
terms
of
a
place-based
program.
Q
Q
I
was
listening,
I
had
a
10
o'clock
appointment,
so
I
was
not
able
to
the
opening.
So
I
concur
with
what
my
colleague
stated
particularly
counsel,
who
I
thought
who
nailed
it
talking
about
her
points
in
just
using
this
opportunity
to
talk
about
all
of
our
public
schools,
particularly
all
of
our
high
schools,
as
folks
know
that
we
had
proposed
a
year.
Q
Thirteen
just
really
to
address
the
fact
that
not
enough
of
our
kids
are
getting
into
some
of
the
best
colleges,
universities
in
the
world
that
call
Boston
their
home,
which
I
think
is
that's
disgraceful.
We
want
these
colleges
to
take
our
kids.
We
want
our
kids
to
be
able
to
compete.
We
don't
want
our
kids,
even
the
brightest
of
our
kids,
to
be
home
after
the
first
semester
are
worse
at
the
Thanksgiving
break.
So
we
well,
we
boast
of
graduating
and
increasing
our
graduation
rates.
Q
We're
really
gonna
set
our
buy
hot,
buy
our
higher
and
particularly
that
we're
in
a
global
economy,
and
we
really
need
to
make
sure
that
Boston
public
school
kids
are
getting
into
some
of
these
great
institutions
not
only
getting
in,
but
staying
in.
Being
able
to
compete
get
that
on
their
resume
because
the
jobs
that
are
coming
to
Boston
and
as
I
referenced
yesterday,
you
know,
we've
got
the
bricks
and
mortar
down.
We've
got
the
glass
and
steel
down.
We've
got
the
loading
dock
covered,
we've
got
the
mailroom
covered.
Q
We
want
Boston
kids
to
become
the
CEOs,
the
CEOs,
the
CFOs,
the
General
Counsel's
directors
of
various
divisions
within
these
different
companies,
and
we
do
that
I
think
by
having
an
intense
college
prep
opportunity
with
the
year
13.
So
that
said,
I
want
to
just
go
over
some
of
the
facts
here.
If
you
could
just
maybe
take
me
through
on
page
two,
it
appears
that
applicant
application
trends
for
black
and
Latino
students
are
actually
up
and
steadily
increasing.
Is
that
fair
assessment
yeah?
And
there
was
also
on
page
ten?
Q
There
was
a
statement
made
somewhat
broad.
It
said,
students
of
color
and
their
families
are
less
likely
to
be
aware
of
opportunities
that
exam
schools
offer,
as
well
as
application
enrollment
process.
What
is
that
based
on
based
on
two
factors?
One
page
two
which
says
that
that's
trending
up
and
then
the
other
slide
which
goes
right
to
you,
can
lead
a
horse
to
water,
but
you
can't
make
them
drink,
which
is
40
percent
of
the
students.
Didn't
bother,
show
up
for
the
test.
We
want
to
push
it
on
to
transportation.
Q
We
want
to
push
it
on
to
geography.
Is
there
any
parental
responsibility?
Does
the
Boston
Public
Schools
ever
call
our
parents
sort
of
you
know?
That's
it
I
put
put
and
my
children
went
to
the
Boston
Public
Schools
one
male
came
to
my
house.
We
could,
who
could
add
a
forest
with
the
stuff
that
came
home
in
the
meal,
so
it's
not
about
notice,
but
we
always
tend
to
deflect
that
your
primary
responsibility
is
the
education
of
your
children.
Q
It's
the
beta,
it's
the
greatest
equalizer,
but
we
give
and
I
understand
we
get
grandparents
raising
grandchildren,
we
have
fractured
homes.
We
have
dysfunctional
pride,
get
all
that,
but
for
40%
of
the
kids
to
just
not
show
up.
Some
of
that
onus
is
on
the
parents.
Fifth
and
sixth
grade
my
mother
did
it.
I
was
blessed.
My
mother
went
through
my
book
bag
and
got
all
the
papers
just
like
you're
doing
with
your
kids.
She
signed
me
up.
She
filled
everything
out.
She
made
sure
we
were
out
of
bed
and
at
the
test
site.
Q
Where
are
the
parents
in
this
discussion
and
why
does
bps?
Let
them
off
the
hook
year
in
and
year
out.
We
continue
to
put
all
the
resources
to
the
to
the
issue,
but
in
those
instances
when
kids
are
just
not
showing
up,
they
into
a
parents
aren't
stepping
up
to
the
plate,
scratching
and
clawing
for
the
best
opportunity
for
their
child.
I
really
I.
Q
Just
think
that
needs
to
be
addressed
and
again
it's
broad
I
get
that
and
we're
it's
it's
a
multilingual
issue
and
we
get
grandparents
raising
grandchildren
and
we
got
lots
of
issues,
but
I
tend
to
think
that
some
parents
are
just
not
stepping
up
to
the
plate
time
for
some
of
the
parents
that
get
in
the
game.
You
know
and
not
be
out
of
line
not
be
out
to
lunch,
but
be
invested
in
their
children's
education.
So
I'd
love
to
hear
from
the
superintendent.
I
Thank
You,
counselor,
I
I
think
it's
important
that
bps
strategies
are
around
both
and
we
are
both
reaching
out
to
families
and
I.
Think
what
Monica
has
just
described
are
the
phone
calls
home
are
the
reminders
we
do
want
to
leverage
all
of
the
assets
available
to
broaden
opportunities
for
our
students,
which
includes
involving
their
families
in
the
conversation,
but
also
involving
programming
opportunities,
where
adults
from
the
school's
can
interact
directly
with
them
and
the
relationships
that
develop.
I
So
it
is
a
both
and
we
are
reaching
out
directly
to
families,
and
we
do
believe
it
is
bps
responsibility
to
make
more
opportunities
available
to
all
of
our
students,
regardless
of
what
their
personal
experience
brings
to
the
table
by
way
of
there
family
and
environment.
So
we
believe
it's
our
responsibility
to
do
both
and
in
terms
of
seeing
the
significant
increase
in
applications
among
both
black
and
Latin
X
students.
I
I
would
say
that
that
is
directly
related
to
the
robust
additional
efforts
that,
as
I
pointed
out
in
our
testimony,
began
in
or
reinvigorated
in
2016
through
the
exam
school
initiative.
So
the
pre-registration,
the
stronger
programs
and
so
I
think
we
need
to
continue
exam
to
examine
the
no-show
rates,
but
I
would
point
out
that
those
come
in
the
wake
of
a
broader
pre
registration
and
enrollment
effort.
I
L
A
You
counselor
priority
counselors,
they
come
Thank
You
counselors
they
come
I.
Do
want
to
note
that
we're
also
joined
by
former
counselors
Kappa
Kyo
here
in
the
audience.
Thank
you
for
visiting
with
us.
I
have
a
a
quick
follow-up
question
on
some
of
the
outreach
efforts
done
by
the
exam
schools.
One
I
fully
appreciate.
Let
me
just
set
my
timer
I,
fully
appreciate
the
effort
that
all
of
you
have
taken,
but
headmaster
Skerritt
mentioned
the
fifth
graders
from
the
russell
school
as
a
whole
and
as
a
whole.
A
Getting
in
here
I'll
give
them
how
as
a
whole,
getting
into
Latin
school
and
visiting
I'd
love
to
see
that
extend
across
the
schools,
especially
during
the
school
day,
would
require
some
support
from
transportation.
A
budget
that
I
like
to
see
contracted
not
expanded,
but
I
think
that's
great
effort.
If
you
could
just
expound
upon
that
a
little
bit
and
share
that
with
us.
Yes,.
M
M
This
was
in
response
to
outreach
that
we
did
to
principals,
inviting
them
to
take
advantage
of
our
tours
principal
of
the
Russell
school
happened
to
be
able
to
get
the
transportation
and
ask
that
they
can
do
a
fuller
visit
and
I
think
once
we
did
it,
and
we
now
have
a
structure
for
it.
We
realized
that
it
can
be
replicated,
but
I
think
you
hit
the
nail
on
the
head
with
the
transportation
challenges
that
you
know
getting
the
bus,
also
school
start
times
and
lunch
times,
etc
sometimes
impede.
M
We
really
get
started
early
as
high
schools
and
even
with
Russell.
You
know
they
were
delayed.
Just
you
know
with
a
much
later
start
time
and
then
waiting
for
students
to
arrive
and
getting
over
some
of
those
logistics
can
sometimes
be
inhibited,
but
I
also
think
that
there
we
have
as
effective
means
sometimes
trying
to
get
our
own
students
over
to
elementary
schools
as
they're
our
best
ambassadors
and
can
speak
authentically
to
the
experience
and
I
think
that's
something
that
might
be
more
easily
replicated.
M
A
Thank
you,
I'd
love
to
see
that
expanded
the
Rankin
data
was
also
referenced
here.
Do
we
have
any
of
the
ranking
data
so
I
understand?
Just
from
my
own
parent
circles,
I've
got
two
Atlantan
school
into
a
Latin
Academy
that
there
is
this
sort
of
shift
in
how
we're
ranking
schools
for
our
kids.
But
can
we
share
that
at
all?
Do
we
know
what
that
is,
but
we.
A
You
for
that
and
then
on
slide
14,
that
just
references,
the
registration,
how
many
took
the
test
and
how
many
didn't
show
have
we
done
eight
cuz.
There
is
a
makeup
day
for
a
no-show
on
the
test.
Is
there
an
opportunity
to
just
very
aggressively
followup
with
families
and
student
doesn't
show
for
makeup
day
to
get
them
in
the
door?
Yeah.
J
A
Then,
what's
the
percentage
of
families
taking
the
test?
Privately
with
my
boys,
we
did
just
to
do
a
dry
run.
I,
just
through
talking
with
my
own
network
of
parents,
did
a
dry
run
paid
for
the
tests
privately
and
then
my
kids
took
it
at
Latin
school
on
the
exam
day,
the
difference
in
how
the
day
went
was
was
could
was.
There
was
a
huge
contrast.
A
I
sat
with
Maria
Maria
after
my
older
boy
took
the
test
and
just
the
differences
were
stark
and
to
know
that,
for
each
application
of
the
ISEE,
the
city
of
Boston
actually
pays
more
than
I
paid
to
take
it
privately
and
get
my
results
within
a
few
weeks
was
really
disappointing.
That
difference,
I
think,
is
very
stark
and
a
problem.
A
Would
appreciate
that
because
I
do
I
think
that
it
was
really
great
and
then
last
for
me
is
the
BPS
residency
conversation.
I
know
we
ended
your
presentation
on
some
of
that
data.
Do
we
have
I,
don't
know
Carolyn
I
know
you're
here
know
if
you
can
sort
of
expound
on
that,
was
it
107
Monica
that
you
said
in
29,
kids
were
discharged,
how
many
kids
are
discharged
from
the
exam
schools
generally
over
the
course
of
the
school
year?
You
know
if
30
percent
are
not
living
in
the
city
of
Boston
and
falsely.
A
R
A
At
this
rate,
I
just
want
to
I'm
gonna,
say
it
one
more
time
and
then
I'm
done,
107
kids
were
flagged.
29
of
them
have
been
discharged
since
taking
the
test.
This
past
November
almost
30%.
Yes,
students
falsifying
residency
data
for
the
purpose
of
attending
one
of
our
fine
three
exam
schools.
That's.
A
I
B
Brief
I
know
we're
on
a
timer
here,
try
to
get
it
under
the
buzzer
if
I
can
just
to
follow
up
on
some
of
the
questions
from
earlier.
One
idea
that
has
been
floated
out
there
was
giving
students
who
kind
of
matriculate
through
bps
some
sort
of
preference
and
I'm
I'm.
One
I
just
want
to
understand
what
the
data
says
so
how
many
students
that
are
entering
into
our
exams
are
coming
K
through
5
or
K
through
6.
Excuse
me
from
one
of
the
bps
schools
versus
other
schools.
Do
you
have
that
information
I?
Do.
A
B
Also
very
interested
in
the
choices
that
families
are
making
and
that
maybe
that'll
come
out
and
your
data
requests.
Madam
chair,
but
I
spoke
with
someone
this
morning
who
made
an
interesting
choice
whose
child
tested
and
again
this
is
I,
guess
getting
to
the
ranking
and
how
we
perceive
schools
but
tested
into
BLS,
but
chose
B
la
as
their
first
choice.
Another
parent
that
I
know
tested
for
B
LA,
but
chose
O'bryant
as
their
first
choice.
B
So
I'm
really
interested
in
understanding
what
choices
families
are
making
and
then
really
trying
to
understand
why
that
is-
and
maybe
we
we
won't
know.
But
you
know
I
tend
to
believe
that
families
want
the
best
for
their
kids
and
that
they
want
the
best
for
their
kids,
regardless
of
their
income,
regardless
of
what
neighborhoods
they
live
in
and
they're,
making
choices,
whether
it's
to
enter
into
BPS,
whether
it's
to
take
an
exam,
whether
it's
to
go
to
a
charter
or
to
a
Metco
system
or
wherever
they're
going,
families
are
making
choices
and
I.
B
Think
the
more
we
understand
why
families
are
making
the
choices
that
they're
making
the
better.
We
will
be
in
terms
of
providing
the
education
that
they
are
seeking,
so
I'm,
very
interested
in
understanding
that
let's
see
I'm
trying
to
get
it
under
the
buzzer,
because
I
really
want
to
hear
from
the
second
panel
and
I
want
to
hear
from
those
who
have
come
to
testify
in
terms
of
the
grading
I'm
going
to
come
back
to
the
the
grading
workgroup
that
has
had
that
conversation
is
happening.
This
fall
just
so
that
I'm,
clear
or
it's
ongoing.
B
O
O
I'll,
say
the
culture
is
part
of
the
reason
why
we
didn't
switch
to
a
3f,
because
the
majority
of
the
teachers
were
already
operationalizing
for
has
anything
in
the
a
range,
and
so
that's
that's
part
of
it,
so
that
the
lift,
hopefully
isn't
huge.
But
it's
it's
making
sure
that
we
get
to
every
pocket
in
every
school
and
every
fifth-grade
teacher
to
understand
that
wonderful.
B
C
Or
just
picking
up
on
a
few
sort
of
the
low-hanging
fruit-
and
you
know
all
of
this
is
good
stuff,
because
it's
moving
forward
so
just
to
follow
up
the
working
group
that
is
specifically
working
on
this
expansion
of
the
ISEE
so
that
it's
available
in
the
classroom
more
accessible
to
parents,
of
course,
more
accessible
to
sixth
graders,
who
probably
wouldn't
learn
about
it.
The
pre-registration
incredible!
C
O
C
Then
the
pre-registration
itself
that
process
of
looking
at
a
more
robust
criteria
is,
could
we
get
that
in
writing
like
what
that
pre-registration
criteria
is
how
it
works
like?
Is
it
just
pre-registering,
the
sixth
graders,
or
we
also
going
to
think
about
using
this
pre-registration
process
to
get
to
fifth
graders?
C
This
is
the
first
time
I've
heard
about
the
pre-registration
I.
Think
it's
fantastic.
Just
wanting
to
know
a
little
bit
more
about
the
criteria.
Is
it
is
it?
How
is
it
going
to
work
in
identifying
the
sixth
graders
to
pre-register
them,
and
is
there
any
consideration
around
expanding
this
to
other
grade
levels
like
fifth
grade
yeah.
O
C
O
C
And
I
just
like,
because
I
think
there's
so
much
misinformation
and
in
just
or
misleading
information
out
there
in
the
community.
What
I
mean
by
that
is
folks
who
actually
think
that
if,
therefore,
if
their
student
takes
the
ISEE,
there's
just
the
exam
that
they
have
and
do
really
well
that
they
have
a
shot
in
getting
into
an
exam
school
and
there's
more
layers
to
this
process.
C
So
it's
not
only
important
that
families
know
the
process
and
the
information,
but
also
that
it
may
not
be
an
excellent
idea
for
their
student
to
take
that
exam
to
expose
that
student
to
a
new
test.
If
we
know
beforehand
that
they're
not
actually
going
to
be
able
to
qualify
for
one
of
our
exam
schools,
which
I
think
would
be
setting
up
the
student
in
the
family
to
fail.
So
look
forward
to
staying
in
conversation
on
that.
Just
a
couple
of
questions
around
test.
C
O
I
Some
point,
and
we
can
get
you
that
budget
breakdown
I
just
want
to
underscore
that
we
are
bps,
is
carrying
the
bulk
of
that
cost.
And
so
we
always
appreciate
you
know
being
augmented
by
private
sources,
but
the
bulk
of
the
money
is
being
paid
by
bps.
I
also
want
to
point
out
that
that
is
also
true
for
excellence,
for
all,
which
is
a
significant
budgetary
commitment
that
BPS
has
undertaken,
maintained
and
expanded
over
the
past
three
years
again.
Also
sustained
in
our
budget
proposal
for
FY.
C
2008
up
because
tests
probably
know
is
essential,
particularly
for
students
of
color
and
I.
Think
it's
at
some
point,
while
it's
great
that
the
and
of
course,
there's
associate
the
Latin
School
Association
are
finding
pieces
of
this.
What
would
it
mean
to
bring
it
internally
to
say
that
this
is
our
it's
completely
a
hundred
percent,
so
I
just
put
that
out
there,
because
that
came
up
in
previous
conversations.
The
last
point
is
on
the
grading
plaud
your
work
on
the
grading
that
also
came
up
in
previous
conversations,
and
so
thank
you.
Dr.
C
rose
for
the
work
you're
doing
the
working
group
around
some
folks
feeling,
like
the
process,
was
unfair
with
respect
to
private
schools.
But
one
piece
is
your
conversation
going
or
involving
any
students
that
are
home-schooled?
Obviously,
homeschool
students
are
creating
I,
imagine
their
own
grades.
I,
don't
know
how
that
works.
Do
we
have
a
number
or
percentage
of
the
students
who
are
home-schooled
that
are
actually
applying
to
our
exam
schools
and
getting
in
and
so
does?
The
grading
conversation
include
our
homeschool
students
and
what
does
that
look
like.
J
It
does
include
obvious
who
are
home-schooled.
I
will
work
on
getting
you
a
number
in
terms
of
exactly
how
many
into
the
earlier
question
of
how
many
are
taking
the
tests
overall
for
this
last
school
year
there
were
thirty.
Four
hundred
and
three
hundred
twenty
seven
took
it
privately,
but
work
on
getting
no
wait.
C
So
it's
a
small
member
and
lastly,
I
was
saying:
I
know
we
have
another
panel,
and
so
this
conversation
continues.
Two
more
is
obviously
some
of
this
is
short
term
and
you
guys
are
working
hard
at
it,
and
my
line
of
question
is
not
designed
to
offend.
Frankly,
it's
just
work
in
partnership
and
to
ask
the
tough
questions
on
behalf
of
my
constituents
right
and
then
there's
also
the
long-term
conversations
around
some
of
these
ideas.
That
came
from
the
advocates
which
they'll
speak
to
that
I
know.
C
A
A
So
I'm
going
to
also
invite
Edith
bazzill
who's,
the
president
of
black
educators,
alliance
of
Massachusetts
Willie
Broderick,
Reverend
Broderick,
who
is
chair
of
the
black
network
for
black
student
achievement,
Jose
Lopez
who's,
not
here,
and
then
Loren
Sampson,
who
is
a
fellow
for
the
lawyers
for
civil
rights,
so
we'll
have
our
panel
across
the
beginning
as
they
get
settled.
Christine
I'll
give
you
the
go
in
a
few
seconds
just
so
we
can
all
pay
attention,
but
thank
you
for
being
ready
to
go.
A
B
G
A
S
Currently,
work
in
Denise's
office,
but
I'm
wearing
a
different
hat
today,
I'm
a
fourth-year
student
at
Northeastern,
University
and
I'm,
the
director
of
policy
for
Northeastern's,
chapter
of
the
Roosevelt
Institute,
and
for
the
past
six
months,
I've
been
working
on
a
policy
proposal
related
to
the
exam
schools
and
in
the
coming
months
it's
going
to
be
published
and
Roosevelt's.
Ten
ideas
journal
I
have
a
few
things.
I
wanted
to
highlight
today.
First
I
think
it's
important
to
remember.
S
Boston's
role
in
public
education
at
1635,
Boston
Latin
School
became
the
first-ever
public
school
in
the
United
States
and
Boston
was
the
birthplace
of
public
education.
However,
today
the
city's
three
public
exam
schools
challenge
the
very
notion
of
public
education
by
creating
a
hierarchical
system
of
school
quality
within
the
district.
Second
I
want
to
talk
about
the
Rappaport
Institute
report
that
was
released
last
fall.
The
report
clarified
kind
of
what
we
already
knew.
The
demographics
of
the
three
exam
schools
are
not
a
reflection
of
the
district.
S
The
clear
demographic
divided
enrollment
pattern
is
due
to
leftover
remnants
of
the
structural
and
institutional
hiccups
of
the
notorious
busing
and
desegregation
movement
of
bps.
The
lingering
inequities
continue
to
systematically
disadvantage
low-income
and
students
of
color.
The
report
highlighted
the
problem
with
the
ISEE
and
use
linear
analysis
to
show
how
using
the
EM
cast
will
increase
diversity
in
the
exam
schools.
I
think
this
is
a
good
short-term
solution.
S
However,
it
further
emphasizes
the
importance
of
an
exam
rather
than
a
holistic
model,
to
support
students,
which
is
what
our
colleges
have
been
aiming
to
move
away
from.
I.
Think
bps
should
consider
looking
at
what
New
York
City
did
to
try
and
increase
diversity
at
their
exam
schools.
They
currently
have
eight
exam
schools.
S
T
Is
Christine
Lang
her
from
a
Dorchester
resident
VPS
graduate
a
retired
bps
teacher,
my
three
kids
of
EPs
graduates
as
well
during
the
last
13
years
of
my
36
year,
career
I
was
a
teacher
at
the
O
Bryant
and
during
that
time,
during
petunias,
my
own
kids
attended
Boston
Latin
School.
So
this
gives
me
a
perspective
on
exam
schools
that
a
lot
of
people
don't
have.
Let
me
say
that
I
believe
there's
a
place
for
exam
schools
within
our
system.
T
Students
with
strong
academic
abilities
have
as
much
right
to
a
curriculum
that
is
appropriate
for
them,
as
do
any
of
our
other
students.
Although
the
exam
schools
are
often
referred
to
as
elite
about
25
percent
of
our
high
schoolers
attend
one.
As
consul
Ahlul
mentioned,
we
could
discuss
whether
that
percentage
might
be
better
if
it
were
higher
or
lower.
But
right
now
it's
based
on
how
many
seats
we
have
in
those
school
buildings.
T
This
is
exactly
what
research
on
standardized
testing
predicts.
I.
Don't
think
we
want
to
posit
that
the
ISEE
is
a
reflection
of
America.
You
see
I,
believe
talent
ability
is
distributed
equally
across
races
and
native
languages
and
that
sweating
mechanisms
like
the
ISEE
reinforce
stereotypical
patterns,
which
continue
to
our
city
and
poison.
The
dialogue
about
our
schools,
after
Olive
kids
can
be
coached
to
a
higher
score
than
what's
being
measured.
T
Is
how
well
you
can
take
a
test,
not
your
innate
intelligence,
when
my
twins
took
the
exam
just
to
give
an
example,
one
had
between
three
and
five
more
wrong
answers
than
the
other.
This
resulted
in
a
difference
of
three
hundred
and
fifty
seven
spots
in
ranking.
There's
no
way
that
one
exam
can
give
you
that
level
of
granule.
T
Essentially,
when
you
look
at
and
examine
like
this,
every
student
above
a
cut-off
point
is
equally
qualified.
I
would
propose
that
we
eliminate
the
ISEE
as
a
criteria
for
admission
specifically,
the
IC
has
not
been
chosen
because
of
its
validity.
Orbitz
reliability,
nor
has
it
been
shown
to
be
of
high
caliber.
In
fact,
according
to
WGBH
is
reporting
on
October
23rd.
The
opposite
is
true,
quoting
the
admissions
tests
for
Boston
Latin
in
the
city's
other
two
exams.
Schools
has
not
been
shown
to
accurately
predict
how
students
of
color
are
likely
to
do
in
high
school.
T
In
addition
about
half
of
Boston
students
have
English
as
their
second
language,
which
disadvantages
them
a
second
time,
just
as
the
ISEE
is
an
isn't
valid
for
exam
school
admission,
the
terranova
is
invalid
for
AWC
ignition.
It
follows
in
that
there's
no
point
in
retest
students
to
allow
them
to
continue
in
AWC,
either
they're
in
no
standardized
tests
which
have
been
shown
to
be
valid
and
or
reliable
for
such
young
children
under
the
field
race
to
the
top,
and
now
the
newer
es
ése
regulations.
Such
testing
has
raised
hackles
among
specialists
in
early
childhood
education.
T
For
just
this
reason,
David
Berliner
in
the
Washington
Post
in
2011
wrote
that
they
are.
These
tests
are
completely
useless
as
predictors
of
the
schools
children
received
on
the
same
measures
a
few
years
later.
The
research
quite
convincingly
shows
that
for
young
children,
even
over
relatively
short
time
periods,
predictions
from
one
administration
of
a
test
to
the
next
and
not
usually
accurate
enough
to
engender
any
confidence
that
this
performance
will
tell
us
much
about
next
year's
performance.
T
Ballina
also
found
that
teachers
insights
about
their
students
who
are
as
reliable
as
testing
at
far
less
expense
and
investment
of
time.
He
found
that
quote
many
teachers
exhibited
correlations
greater
than
0.90
indicating
the
teachers
are
quite
capable
of
providing
the
state
with
information
about
who
needs
help
and
who
doesn't
write
in
about
10
minutes
and
that's
a
saving
of
millions
of
dollars.
Close
quote.
The
reason
I
raised
AWC
is
that
those
are
the
classes
which
prepare
our
students
for
the
exam
school
strand.
T
If
we
do
not
correctly
identify
all
the
students
who
should
receive
AWC
classes,
we
cannot
help
to
prepare
them
for
exam
schools.
This
is
something
that's
concerned
me
for
more
than
twenty
years,
I
did
some
research
which
I
submitted
to
dr.
Uline
Lin,
who
at
the
time,
was
in
charge
of
the
advanced
world
class
and
the
same
inequities
are
replicated
today.
There
was
a
report
15
years
ago,
I'm.
Sorry,
those
report
in
2015
from
scioscia
superintendent,
Mary,
Driscoll
and
catcaller
Estrada,
which
found
that
only
9%
of
boston,
public
school
students
were
enrolled
in
AWC.
T
T
We
do
have
better
information
for
parents
second
languages,
which
is
the
exam
school
initiative.
I
wasn't
able
to
find
data
by
race
for
students
in
AWC
in
one
place
on
the
website,
but
we
still
have
a
continued
alliance
on
a
single
October
test.
I
could
count
only
ten
grade,
six
AWC
programs,
which
include
a
hybrid
model
on
the
BPS
website
that
would
give
about
7%
of
our
sixth
graders,
that
25
students
per
class,
and
it's
about
two
hundred
and
fifty
kids
who've
had
the
preparation
for
the
850
exam
school
seats.
T
We
have
in
seventh
grade
one
of
the
things
that
was
given
on
the
slide
today
was
the
number
of
students
who
were
enrolled
in
AWC
versus
the
number
of
students
enrolled
in
the
excellence
for
all
classes.
I
do
not
believe
that
excellence
in
all
is
sufficient.
It
should
change
the
students
who
need
more
challenging
academics
and
currently,
black
and
Latina
students
which
are
about
80
percent
of
our
population,
represent
only
25
percent
of
the
students
in
AWC
classes,
but
78
percent
of
those
have
excellence
for
all.
T
Councillor
Campbell
mentioned
in
need
to
rebrand
our
exam
schools.
There's
no
reason
the
exam
schools
and
their
students
need
to
be
sort.
It's
sorted
in
ranked
as
they
are.
It's
a
choice
to
do
so.
Why
is
this
such
disparity
among
the
resources
and
prestige
of
the
exam
schools?
How
does
it
serve
the
children
of
our
school
when
only
one
school
is
treated
as
the
best
and
most
bps
kids
can
attend
it?
It's
the
inherent
biases
and
the
tests
which
caused
this
skewing.
T
It
would
not
be
such
a
pressing
matter
if
the
resources
of
funding
prestige,
if
the
resource
is
a
funding,
prestige,
social
capital
and
respect
to
equally
distributed
among
the
three
schools.
They
are
not
our
kids
know
this
and
the
adults
need
to
act.
There
was
a
college
via
held
at
school
after
school
at
BLS,
which
was
open
to
all
students,
so
I
encouraged
to
group
with
my
O'bryant
kids
to
go
when
I
debrief
them
the
next
day.
One
of
the
girls
commented.
Those
kids
must
be
so
much
smarter
than
us.
T
T
So
my
recommendations
would
be
to
eliminate
the
Terra
Nova
for
a
WC
use,
teacher
recommendations
and
GPA.
Instead
to
identify
students,
I
would
propose
that
we
eliminate
the
ISEE
but
I'm
a
realist,
so
I
don't
think
that's
a
viable
solution.
At
least,
let's
find
a
new
test
vendor
one
who
can
give
us
a
reliable
test
that
is
valid
for
our
population
change,
the
weight
of
the
tests
of
admission
to
the
exam
school
by
adding
teacher
recommendations,
trust
those
who
know
the
kids
best.
T
It's
not
a
new
idea
back
in
the
day,
admittance
to
BLS
used
to
be
based
on
them.
Colleges
find
GPAs
and
teacher
recommendations,
give
strong
information
about
candidates
more
than
a
thousand
colleges
and
now
test
optional,
including
many
prestigious
ones
such
as
University
of
Chicago.
Let's
move
to
a
more
holistic
view
of
our
students.
Differences
among
scores
are
not
going
to
yield
a
good
differentiation
among
the
group
of
kids
who
sit
for
the
exam.
T
So
everyone,
above
a
certain
cutoff
point,
is
equally
qualified
on
that
basis,
let
all
students
who
attain
a
G,
a
given
profile
on
the
ISEE,
GPA
and
teacher
recommendations,
be
admitted
to
an
exam
school
pool.
Then
by
lottery.
Students
can
be
seen,
delay
and
equally
distributed
across
three
schools
according
to
income
neighborhoods,
gender
and
non-english
native
speakers,
and
raised
such
that
all
three
schools
have
identical.
T
A
U
You
very
much
I'd
like
to
thank
the
City
Council
for
inviting
us
to
this
hearing.
My
name
is
Josh
Goodman
I'm,
an
associate
professor
of
public
policy
at
Harvard's
Kennedy
School
of
Government
before
I.
Did
my
PhD
in
economics
and
became
an
academic
I?
Was
a
public
high
school
math
teacher
in
Watertown
Massachusetts
I'm
here
with
Melanie
Rosinski,
a
doctoral
student
with
whom
I
wrote
the
policy
brief
that
I'd
like
to
discuss
now?
Mr.
U
sinski
and
I
were
connected
Boston
Public
Schools
by
the
Rappaport
Institute
for
Greater
Boston,
which
had
identified
the
need
for
data-driven
analysis
of
the
Boston
exam
schools,
diversity
challenges,
BPS
generously
agreed
to
share
data
with
us
on
its
students
in
order
to
help
us
identify
where,
in
the
pathway
to
the
exam
schools,
black
and
hispanic
students
were
being
lost.
In
other
words,
could
we
pinpoint
more
precisely
why
the
exam
schools
do
not
have
the
same
racial
composition
as
the
district
as
a
whole?
U
Before
describing
the
results
of
this
study,
I
want
to
directly
address
the
fact
that
many
people
assume
that
efforts
to
improve
exam
school
diversity
must
imply
lowering
the
academic
standards
that
determinate
admission
into
those
schools.
We
are
here
in
part
to
argue
that
this
is
not
the
case.
We
believe
the
exam
schools
can
improve
the
diversity
of
their
student
bodies
without
changing
their
nature
as
academically
selective
institutions
in
particular.
U
Our
data
show
that
there
are
a
substantial
number
of
high
achieving
black
and
Hispanic
bps
students
who
do
not
currently
receive
invitations
to
exam
schools,
but
would
under
a
simple
shift
in
the
admissions
process.
We
define
high
achievers
it
for
our
purposes
as
those
BPS
students
whose
5th
grade
MCAT
scores
placed
them
in
the
top
25%
of
a
district,
which
is
the
pool
of
students,
the
exam
schools
largely
draw
their
student
bodies
from
now,
even
among
students
measured
as
high
achieving
by
that
standardized
test.
U
There
are
large
racial
gaps
in
various
stages
of
the
exam
school
admissions
process.
Let
me
list
three
specific
ones.
First,
ISEE
taking
among
bps
is
high
achievers.
Black
and
hispanic
students
are
about
20
percentage
points.
Less
likely
to
take
the
ISEE
than
white
and
Asian
students
with
similar
MCAT
scores.
Similarly
high
MCAT
scores.
This
means
that
differences
in
academic
achievement
cannot
fully
explain
racial
gaps
in
ISAE
taking
rates.
U
It
also
means
that
there
are
substantial
numbers
of
high
achieving
black
and
Hispanic
students
who
fail
to
take
the
ISEE
exam,
even
though
they
would
likely
do
well
on
it.
Second
gap
is
ISEE
scores
among
VPS
is
high
achievers
black
and
hispanic
ISEE
takers
score
12
percentiles,
lower
on
the
ISEE
than
their
white
and
Asian
counterparts,
even
when
comparing
students
with
similar
MCAT
scores
to
begin
with,
this
discrepancy
may
be
driven
by
the
fact
that
the
curriculum
covered
on
the
ISC
exam
is
naturally
different
from
that
covered
on
the
MKS
and
in
bps.
U
More
generally,
many
students,
as
we
know,
receive
out
of
school
tutoring
to
help
prepare
for
ISEE
tutoring,
which
anecdotal
evidence
suggests
black
and
hispanic
students
are
receiving.
Less
of
the
third
gap
I
want
to
touch
on
is
exam
school
preferences
again,
even
among
BPS
as
high
achievers.
Black
and
hispanic
students
are
about
13
percentage
points,
less
likely
than
white
and
Asian
students
to
rank
BLS
as
their
first
choice
that
BLS
is
less
attractive
to
the
highest.
U
Achieving
black
and
Hispanic
students
contributes
to
the
disparities
in
its
enrollment
rates,
so
substantial
racial
gaps
exist
in
ISC,
taking
rates,
ISE
scores
and
listing
BLS
as
a
first
choice.
More
importantly,
underlying
differences
in
academic
strength
cannot
fully
explain
these
facts
as
racial
gaps
exist
in
each
of
these
dimensions,
even
among
the
academically
strongest
BPS
students,
as
measured
by
MCAS.
How
do
these
differences
affect
which
students
receive
exams
school
invitations?
The
total
effect
of
these
various
gaps
is
that
among
BPS
is
high
achievers.
U
Black
and
hispanic
students
are
26
percentage
points
less
likely
to
be
invited
to
any
exam
school
than
their
white
and
asian
peers
of
similar
academic
strength.
They're
also
26
percentage
points
less
likely
to
be
invited
to
BLS.
Specifically.
In
short,
the
current
admissions
process
results
in
substantial
numbers
of
talented
underrepresented,
minority
students
being
overlooked.
Could
bps
change
its
admissions
criteria
to
exam
schools
in
a
way
that
keeps
academic
selectivity
high
and
improves
diversity?
We
think
so.
U
We
show
that
using
fifth
grade
MCAT
scores
to
invite
students
to
the
exam
schools
could
shift
black
and
Hispanic
representation
in
BLS
from
roughly
twenty
percent
to
thirty
percent
of
the
student
body,
the
M
caste
provides
a
universal,
arguably
objective,
measure
of
academic
skill
that
is
comparable
across
all
schools
and
aligned,
with
the
curriculum
that
BPS
schools
arguably
should
be
teaching.
The
ISEE,
in
contrast,
is
an
optional
exam
that
requires
substantial
investment
from
parents
and
students
of
time
effort
and
money.
In
order
to
succeed
as
such
is
not
clear.
U
The
Stute
sorting
students
by
ISEE
scores
is
a
better
way
to
identify
those
who
have
learned
best
from
Boston
schools
and
will
likely
thrive
at
the
exam
schools.
Our
data
suggests
that
incorporating
scores
into
the
emissions
process
has
the
potential
to
improve
diversity.
We
believe
this
could
be
accomplished
while
maintaining
the
high
academic
requirements
of
the
card
admissions
process,
given
that
invitations
would
still
be
determined
by
a
standardized
measure
of
academic
achievement.
Ultimately,
there
appears
to
be
little
tension
between
substantially
improving
diversity
and
maintaining
these
schools,
rigorous
academic
standards.
U
Further,
details
of
our
analysis
can
be
found
in
our
full
policy.
Brief
on
the
Rappaport
Institute's
website.
We're
grateful
for
the
opportunity
to
share
this
analysis.
This
is
important
work
and
we
are
glad
to
contribute
to
this
conversation.
We
are
also
happy
to
answer
questions,
but
I
have
to
say
that
both
Melanie
and
I
have
prior
obligations
that
requires
to
leave
very
shortly.
So
if
we're
gonna
answer
questions,
it
will
probably
have
to
be
now,
because
we
both
have
classes
I.
A
U
Should
I
email
it,
but
I
can
leave
you
the
text
which
is
now
scrawled
upon,
but
but
should
I
email
it
to
you
as
well.
Here
I'll
give
you
the
text
but
I'll
email
to
you
as
well.
We
really
appreciate
the
opportunity
to
come
and
we're
happy
to
answer
questions
at
you,
either
now
or
at
some
later
time,
but
we
apologize
that
we
have.
A
P
Good
morning
to
council
sorry
George
education,
chair,
madam
president,
Council
councilor
Campbell
to
my
city,
councillor
Kim
Janey,
and
to
all
the
City
Council,
who
were
previously
here
and
to
all
those
who
are
present
today.
Our
superintendent
who's
still
here
in
attendance,
was
superintendent
Burrell
and
to
her
executive
staff
as
well.
My
name
is
Reverend
Willie
Bob.
The
second
I
serve
as
the
associate
pastor
of
the
historic
12th
Baptist
Church
and
I
serve
as
the
chairperson
for
the
Boston
Network
for
black
student
achievement.
P
P
This
orders
states
and
acknowledges,
and
I
quote
the
racial
and
economic
and
social
inequities
persist
across
many
areas,
including
education,
and
that
the
city
of
Boston
knowledge
is
the
role
that
institutional
and
structural
racism
have
had
and
continue
to
have
to
contribute
to
the
individual
and
collective
trauma
of
communities
of
color
on
today,
I
come
to
this
body
with
a
broad
perspective
and
to
really
make
real
on
this
executive
order
and
to
cash.
The
check
that
was
written
to
us
by
this
city,
I
was
deeply
disturbed
today.
P
To
hear
one
of
the
council's
of
this
body
suggests
that
the
parents
of
those
who
did
not
come
to
a
test
or
need
not
sign
up
we're
not
doing
their
job
and
we're
not
handling
their
responsibilities
before
I
continue.
My
statement
I
have
to
address
that
because
it
couldn't
sit
on
my
spirit
right
without
saying
something:
the
parents
and
our
communities
are
strong,
they're
resilient.
They
care
they
love.
P
We
need
to
encourage
each
and
every
child
and
make
sure
we
give
the
wraparound
support,
because
we
know
as
I
know,
that
the
issues
in
this
city
are
intersectional
and
they
should
not
be
reduced
to
the
care
of
a
parent
one
test
and
so
I'll
continuing
my
statement,
but
I
had
to
get
that
off
my
chest,
because
I
know
that
the
the
city
and
the
people
of
this
city
are
working
hard
each
and
every
day
and
our
parents
are
rockstars
and
I.
They
truly
are.
P
P
This
is
evidence
of
racial
inequity,
and
this
is
act,
as
is
a
particular
evidence
of
the
fact
that
we
need
to
change
the
narrative
in
Boston
and
really
the
question
that
I
want
to
ask
today
is:
do
we
want
to
be
a
city
that
is
only
equitable
rhetorically,
or
do
we
want
to
be
a
city?
That's
equitable
in
reality,
I
do
applaud
the
efforts
of
Boston
Public
Schools
and
their
attempts
to
create
more
access
by
administering
the
ISEE
during
school
coming.
P
This
fall
this
winter
and
also
applaud
the
efforts
of
the
exam
school
initiative,
but
I
believe
that
it
will
take
more
than
just
convenience
to
create
a
substantial
impact
on
the
racial
equity
gaps
that
are
here
in
this
city.
So
today,
I
don't
come
with
just
critiques.
I
come
with
suggestions
to
address
this
problem.
First
I
would
suggest
that
we
eliminate
the
exam
altogether.
P
It
has
been
proven
that
school,
success
and
academic
success
is
a
great
indicator
of
what
a
young
person
will
do
in
their
future.
Elite.
Academic
institutions,
like
the
University
of
cago,
has
eliminated
the
SAT
and
HCT
requirement
altogether,
because
they've
come
to
the
conclusion
that
one's
academic
record
is
a
better
indicator
than
a
standardized
test,
score
or
academic
indicator
of
where
they
stand.
Intellectually
number
two
I
suggest
that
if
we
have
to
keep
the
exam,
bps
must
expand
the
scope
of
emissions
to
consider
factors
beyond
the
ISEE.
P
Students
are
greater
than
test
scores
and
should
be
considered
holistically
and
not
numerically.
If
we
are
going
to
administer,
the
ISEE
bps
should
ensure
that
the
public
school
curriculum
comprehensively
prepares
each
and
every
student
for
the
test,
their
students
who
have
been
educated,
their
whole
academic
careers
in
bps,
but
they
must
take
an
exam
at
their
own
risk
because
the
curriculum
that
they
have
been
given
disadvantages
them
on
this
test,
and
usually
only
the
students
who
are
able
to
get
those
extra
resources.
P
Those
who
are
able
to
get
the
private
testing
and
those
who
are
able
to
get
the
support
that
they
need
have
a
fighting
chance
to
do
well
in
this
exam,
I
implore
bps
to
get
our
children
to
work
the
requisite
learning
exposure
they
need,
rather
than
punish
them
because
of
pedagogical
decisions
that
are
outside
of
their
control
and
last,
when
our
children
do
get
to
these
exam
schools.
The
city
should
ensure
that
they
are
supported
and
that
they
are
not
walking
into
hostile
academic
environments.
P
I
implore,
the
city
to
ensure
that
there
is
cultural
proficiency
and
cultural
competence
on
the
part
of
all
educators
and
those
who
work
with
our
young
people
to
address
this
issue.
Bps
should
continue
to
push
for
the
work
of
the
implementation
of
culturally
and
linguistically
simple,
sustaining
practices
and,
as
I
close
on
this
day,
I
want
to
make
sure
that
we
do
not
narrow
this
conversation
narrow
it
so
much
so
that
we
unintentionally
message
to
young
people
that
if
they
do
not
attend
these
schools,
that
their
education
is
subpar.
A
reminder.
P
I
close
on
this
as
a
proud
public
school
product
who
went
on
to
Georgetown,
University,
Harvard,
Divinity,
School
and
now
to
Northeastern
University
School
of
Law
I,
ask
that
we
come
together
and
let's
move
the
ball
along
to
ensure
that
equity
is
there
for
all
of
our
students,
so
I.
Thank
you
all
for
your
time.
I.
P
Thank
you
for
your
leadership
to
bring
this
conversation
forward
and
I
look
forward
to
working
with
each
of
you
to
change
the
narrative
in
the
city
of
Boston
to
close
opportunity
and
achievement
gaps
and
to
make
sure
that
we
are
creating
a
more
equitable
City
for
all
of
our
children
and
families.
Thank
you
very
much.
Thank.
V
You
very
much
thank
you.
Thank
you,
madam
chair,
madam
president
and
councillor
Janey.
We
really
appreciate
you
holding
this
hearing
and
we
acknowledge
the
steps
that
have
been
taken
in
an
effort
to
move
Boston
Public
Schools
in
the
direction
of
providing
educational
excellence
for
all
students,
regardless
of
race,
gender,
language,
economic
status,
disability
or
income.
I
also
want
to
note
that
the
piloted
excellence
for
all
program
is
a
promising
practice,
and
we
hope
that
it
is
expanded.
V
Boston,
Public
Schools,
we
know,
has
rich
diversity
and
we've
heard
the
figures
which
I
won't
go
over
in
terms
of
the
disparity.
But
if
we
are
to
look
at
the
patterns
of
under-representation
within
Boston,
Public
Schools
exam
schools
admissions
process,
we
must
do
a
fact-based
analysis
of
what
drives
these
disparities.
For
example,
BPS
has
acquirement
on
his
assessment
bids
that
asks
for
quote
documentation
to
support
that
assessments
are
appropriate
for
a
diverse
population
also
within
the
bidding
process.
Bps
typically
elicits
bids
from
multiple
vendors
and
usually
approves
the
qualifying
vendor
with
the
lowest
bid.
V
Yet
since
2012
over
three
administration's
BPS
has
awarded
sole
contracts
to
the
educational
records,
bureau's
bureau
e
RB,
the
nonprofit
behind
the
independent
school
entrance
exam
is
ee
to
the
tune
of
millions
of
dollars
with
no
elicited
bids
from
other
test
vendors.
So
why
is
this
important?
Well,
according
to
a
GBH
report
by
malli
malli,
Borgan
quote,
the
e
Arby's
2017
study
lacked
sufficient
sample
sizes
of
students
of
color
to
make
conclusions
about
how
a
high
score
on
its
entrance
test
corresponding
to
their
performance
in
high
school
end
of
quote.
V
Also,
we
heard
about
the
Rapoport
report
by
dr.
Goodman,
where
it
states
quote
many
talented
black
and
Hispanic
students
in
bps
do
not
enroll
at
exam
schools
due
to
various
factors
that
make
it
difficult
for
them
to
exceed
in
the
admissions
process.
End
of
quote.
What
we
know
is
that
the
ISEE
is
not
aligned
with
what
BPS
students
are
taught,
for
example,
in
the
math
content,
the
concepts
of
algebra
are
not
yet
taught
when
sixth
graders
take
the
test.
V
On
the
other
hand,
when
black
and
Latina
students
lack
these
same
resources
and
mission,
results,
promote
inequity
and
deny
access
beam
contends
that
if
we
are
to
solve
the
problem,
the
issue
of
disproportionate
impact
of
the
exam
schools
admission
process
when
black
and
Latino
students,
we
must
also
be
willing
to
holistically
examine
all
contributing
factors,
not
just
do
thin
slicing,
for
example,
disproportionate
in
inequitable
access
to
both
high
quality
instruction
in
school
placement.
Therefore,
we
argue
that
the
disproportionality
in
the
exam
schools
admissions
process
is
representative
of
disparities
that
exist
throughout
the
district.
V
We
know
that
there
is
nothing
more
powerful
than
providing
all
students
with
access
to
high-quality
instruction.
Yet
black
and
brown
students
have
less
access
to
level
one
schools,
also
schools
located
in
communities
of
color
in
Boston
lack
sufficient
resources
are
in
equitably,
funded
and
are
disproportionately
closed.
Further.
The
research
informs
us
that
when
a
district
employees
a
cadre
of
highly
proficient
black
educators,
the
result
can
be
dramatic
in
academic
grades
assessment
outcomes,
graduation
rates
and
college
readiness
for
all
students,
but
most
especially
black
and
brown
students.
V
Yet
we
continue
to
find
that
black
teachers
are
not
being
sufficiently
hired
or
retained
in
bps
and
efforts
to
improve
this
continue
to
be
lacking.
We
must
look
at
these
and
other
issues
if
we
are
to
solve
the
problem
of
disparate
exam
school
enrollment
data,
for
example.
If
we
ask
the
question,
why
are
there
so
few
black
and
Latino
students
enrolled
in
Boston's
exam
schools?
We
must
also
be
willing
to
probe.
Why
are
there
so
many
black
and
Latino
students
labelled
with
high
incidence,
disabilities
and
enrolled
in
substantially
separate
special
education
programs?
V
We
must
also
ask
why
are
so
many
black
and
Latino
males
enrolled
in
segregated
special
education
schools
in
Boston,
like
the
three
McKinley
schools?
If
we
look
at
disproportionality,
we
must
look
at
all
patterns
of
exclusion
and
segregation,
because
these
are
systemic
issues,
systemic
issues
of
inequity
that
an
impact
what
is
happening
with
regard
to
the
exam
school
process.
In
order
to
confront
issues
of
under-representation,
we
must
confront
quality
of
instruction
issues,
grouping
and
labeling
practices,
school
assignments,
staffing
issues
in
professional
development,
support
for
all
teachers.
V
We
must
engage
in
a
discussion
about
school
closures
and
equitable
funding,
as
these
are
all
interrelated
and
perpetuate
disparate
educational
outcomes,
thus
impacting
exam
school
admission.
Overall,
we
must
examine
and
change
how
these
systemic
issues
shut
out,
gifted
and
talented
students
who
are
black
and
brown.
We
also
need
to
ask:
how
does
bps
policies
and
practices
continually
perpetuate
these
disparities?
What
are
the
BPS
policies
that
lack
fidelity
of
implementation
regarding
providing
excellent
educational
outcomes
to
students
of
color?
How
does
the
field
of
research
inform
us
about
correcting
these
inequities?
V
Moving
the
district
towards
change
that
would
eliminate
these
disparities
has
been
like
harnessing
the
wind.
However,
research
informs
us
that
changing
this
narrative
is
clearly
possible
if
BPS
is
willing
to
make
substantive
changes
to
policy
and
practices
that
fuel
race-based
opportunity
gaps.
We
contend
that
a
test
on
what
is
taught
not
on
what
is
bought
along
with
other
research
practices,
will
acknowledge
and
honor
the
gifts
and
talented
talents
of
all
bps
students.
Not
just
some
and
I
must
make
a
statement
about
comment
that
was
made
about
students
at
the
exams.
Schools
with
disabilities.
V
A
H
Just
be
brief,
I
think,
there's
a
couple
of
things
I'll
just
point
out.
One
is
that
we
hear
the
comments
from
multiple
folks
who
said
that
this
is
about
more
than
just
exam
schools.
This
is
about
ensuring
equity
across
bps
and
I
want
to
emphasize
that
that
is
a.
This
is
just
part
of
a
larger
effort
by
groups
like
ours,
like
the
n-double-a-cp
like
beam
to
work
together
across
bps
to
ensure
equity
for
things
ranging
from
transportation
to
Yale
access
to
special
education
to
testing
in
general.
H
So
this
is
not
the
first,
and
this
will
not
be
the
last
conversation
that
we
are
having
about
equity.
This
is
like
I
said
just
one
of
many
components.
The
second
also
I
want
to
emphasize
is
we
certainly
celebrate
and
welcome
the
changes
that
the
administration
is
proposing,
ranging
from
things
like
snacks
available
for
students
who
are
doing
the
exam
school
initiative
to
having
a
test
available
in
more
sites
to
having
that
transportation
available.
H
They
felt
as
if
even
having
those
changes
made
was
not
the
same
as
teaching
a
child
algebra
over
the
course
of
the
year
rather
than
in
a
matter
of
weeks,
and
so
we
believe
that
those
smaller
changes
are
necessary,
especially
they
can
be
implemented
quickly,
but
we
don't
believe
that
they
replace
the
need
for
system-wide
change
to
address
the
equity
crisis,
not
just
at
the
exam
schools,
but
in
bps.
Thank
you.
A
Thank
you
and
thank
you
for
your
presentation
today.
I
just
have
a
brief
question.
We've
talked
a
lot
today
about
the
role
of
the
ISEE
and
whether
or
not
that's
the
test,
whether
it
should
be
M
casts
or
some
other
measurement.
If
a
tests
were
to
remain
as
a
former
teacher
I'm,
not
a
super
fan
of
using
the
M
casts
but
I'm
curious
about
the
thoughts
have
you
have
you
all
looked
at
so
the
ISC
in
comparison
to
other
tests.
H
Think
so,
one
of
the
reasons
the
M
cast
isn't.
One
of
our
suggestions
is
because,
especially
in
our
from
our
Latin
accent,
I
ll
community
partners,
there
was
considerable
pushback
on
the
experience
of
students
who,
especially
recent
immigrants,
United
States,
who
come
and
then,
after
about
only
a
year,
are
forced
to
take
a
test
at
a
forum
we'll
be
putting
on
later.
We're
actually
gonna
show
em,
cast
questions
in
Spanish
and
challenge
the
audience
to
see.
If
they
can
answer
mathematical
questions
in
a
non-native
language
didn't
see
how
many
of
them
can
do
it.
H
You
know,
given
the
time
constraints
in
the
young
age
of
the
children.
One
program
that
we
have
highlighted
is
a
pilot
program
done
by
schools
without
walls
in
washington,
DC
washington,
DC,
like
boston,
is
incredibly
segregated.
It's
exam
school
also
was
no
way
reflective
of
the
demographics
of
the
district,
but
one
thing
that
schools
that
wall
does
is:
it
also
has
a
school-based
exam,
so
a
school
without
walls
exam
and
what
the
pilot
project
is
proposing
is
to
take
the
top
15
students
in
each
of
the
elementary
schools.
They
will
automatically
be
eligible
to
write.
H
The
school's
that
walls
exam
and
then
they'll
be
entered
into
a
lottery
for
admission,
so
rather
than
rely
on
a
nationwide
test
which
school
without
walls
recognize
that
students
that
color
we're
doing
quite
poorly
on
compared
to
their
white
counterparts
instead
use
a
ranked
model
and
then
funnel
them
towards
a
school
specific
exam.
That's
geared
towards
the
curriculum
taught
in
DC,
rather
than
something
nationwide,
something
that
hasn't
been
validated
so
I
think
that's
part
of
the
recognitions.
V
I
would
echo
those
comments
on.
We
are
not
a
fan
of
having
them
as
a
substitute
and
I
know
that
there's
been
some
research
by
the
Rappaport
into
Institute
that
endorses
that,
but
that
the
comments
that
were
raised
by
Lauren
we
agree
with.
We
believe
that
the
tests
should
be
changed.
The
ISEE
is
not
appropriate
for
students
of
color
and,
if
you
continually
use
it,
you're
gonna
get
the
same
results.
V
We
also
believe
that,
while
we
applaud
BPS
for
providing
tutorials
that
it's
more
than
that,
a
crash
course
is
not
sufficient
that
students
need
content
and
instruction
and
coursework.
That
is
different,
because
that
particular
test
is
not
aligned
with
what
the
bps
curriculum
instructs
in.
So
we
also
believe
that
the
test
should
be
identified,
that
is
any
test
is
going
to
be
biased,
but
that
is
less
biased
but
should
be
augmented
by
other
measures
in
terms
of
students,
work,
the
grading
process,
students,
talents
and
abilities
in
other
areas,
their
leadership,
their
civic
involvement.
V
P
Won't
repeat
what
my
colleagues
have
said,
which
I
do
agree
with,
however,
I
think
we
should
be
driving
towards
a
more
comprehensive
look
at
our
children.
I
think
we
can
do
a
better
job
of
what
I
suggested.
You
know,
seeing
the
whole
person
we're
not
just
reducing
them
down
to
test
scores
and
I
even
heard
a
comment
earlier
that
even
if
a
kid
does
do
well
might
not
get
in
so
I
think
there's
a
lot
of
things
that
we
need
to
reconsider.
I
think
looking
at
a
more
comprehensive
model,
kind
of
think.
P
It
helps
us
think
critically
about
a
young
child
that
might
not
do
well
in
school.
But
my
test
out
of
the
you
know
test
out
in
the
room
and
then
also
think
about
the
young
person
who
does
better
in
the
classroom
but
might
not
do
as
well
and
on
the
tests
and
so
I,
just
I
hope,
driving
towards
a
model
that
looks
at
our
young
people
as
whole
persons
and
not
just
as
in
the
test-score.
So
their
grace
they
shouldn't
be
reduced
to
that
and
I
think
we
should
trust
our
educators,
trust
our
educators.
P
P
They
would
know
exactly
from
the
comments
that
are
given
through
recommendation,
whether
this
young
person
can
actually
do
the
work
at
the
next
level
or
not
nothing,
that's
the
model
we
should
be
driving
to,
because
I
think
test
test
models
are
not
as
dependable
as
we
might
suggest
and
I
think
they're,
easy,
quick
band-aid
solutions
to
real
to
rope,
bigger
problems
that
are
not
really
thought
critically
about
when
it
comes
to
seeing
I'll,
be
young
people
as
whole
verses.
Thank.
V
C
Thank
you.
Thank
you
guys,
thank
you
for
your
work,
not
just
today,
but
off
throughout
the
community.
I
appreciate
the
work
that
you
do
and
not
just
on
this
specific
issue,
but
the
larger
issues
of
equity
and
education.
Teacher
diversity.
That
list
is
long,
so
I
want
to
recognize
that
I
have
to
run
to
another
meeting
that
is
external
to
this
building
and
I
apologize
that
the
hearing
has
gone
over.
But
this
is
a
conversation
we
will
absolutely
continue.
C
Some
in
the
short
term,
which
has
already
been
done
and
we're
gonna,
keep
pushing
to
get
more
information
about
what
those
short-term
short-term
solutions
are,
but
then
also
the
long
term
and
hopefully
attaching
a
timeline
to
these
recommendations
in
the
long
term,
so
that
we're
not
coming
back
say
year
to
years
and
haven't
made
a
decision
with
respect
to
what
we're
going
to
do
system
systemically
to
address
this
issue.
So
thank
you,
Thank
You,
councillor,
sabi,
George
and
councillor
Jani.
Thank
you.
So
much
for
your
leadership
and
I
stepped
out
during
council.
C
A
B
B
I
know
from
experience
spending
the
vast
majority
of
my
career
and
the
nonprofit
world
in
the
advocacy
community
that,
despite
how,
despite
the
number
of
challenges
that
we
continue
to
have
with
our
school
system,
the
fact
that
we
are
moving
forward
or
taking
steps
in
the
right
direction
is
in
large
part
because
of
the
advocates
in
the
room
that
continue
to
push
and
continue
to
keep
holding
all
of
us
accountable.
So
thank
you
for
that.
B
I'm
interested
in
understanding
and
I
know
we're
running
late,
so
I
won't
keep
you
long,
but
I'm
really
interested
to
see.
If
the
three
of
you
have
a
favorite
among
the
four
recommendations
that
were
presented
as
we
opened
this
hearing
and
if
not
among
those
four
another
recommendation
and
then
I
might
have
a
follow
up
question
depending
on
what
folks
say.
So
people
can
just
quickly
name
what
your
favorite
would
be
and
just
the
favorite,
not
any
commentary.
P
B
I
guess
a
follow-up
question
kind
of
related
to
the
disparities
so
miss
Brazil.
You,
you
mentioned
disparities
within
our
schools,
which
we
we
know
that
we
have
but
they're
part
of
the
larger
society
and
I
think
this
came
up
at
the
event
was
a
Thursday
evening
that
you
hosted
if
we
are
looking
at
the
holistic
model,
which
I'm
not
arguing
against
I,
think
we
should
always
look
at
the
whole
person.
I.
B
Think
more
and
more
universities
are
doing
that
as
well,
so
I
think
there's
precedents
there,
but
if,
in
fact
we
acknowledge
that
some
families
have
more
access
to
athletics
or
more
ability
to
participate
in
athletics
or
community
service
or
an
internship
or
other
things,
that
would
be
important
to
look
at
as
we're
looking
at
young
people
and
their
contribution
to
the
larger
world
around
them.
And
then
other
students
are
very
much
connected
to
those
types
of
things,
those
types
of
experiences.
How
would
you,
then?
B
P
I
think
this
dovetails
us
into
a
whole
different
conversation
for
probably
another
day
writ
large.
However,
I
will
say
that
you
know
the
city
has
to
take
ownership
of
access
for
opportunity.
I
grew
up
in
a
public
school
system
where
they
gave
me
a
saxophone
to
learn
to
play
an
A
in
third
grade.
I
played
that
saxophone
away
today,
I
graduated
from
high
school
I
was
in
course,
these
opportunities
there.
P
My
peers,
we
all
played
football
baseball
basketball
ran
track,
I
mean
there
are
I,
mean
I,
think
we
have
to
think
critically
about
how
do
we
comprehensively
also
support
and
fund
the
realities
of
our
young
people
in
something
and
we're
gonna
have
the
conversation
about
moving
towards
a
more
holistic
model.
We
also
did
have
a
conversation
around.
How
do
we
help
think
about
budgetary
responses
to
these
issues
that
we
know
there
were?
There
are
huge
inequities
and
gaps
as
well,
and
so
that
will
be
where
I
would
hope.
P
We'll
have
that
conversation
saying
you
know
what?
How
do
we
strengthen
our
arts
programs?
How
do
we
strengthen
opportunities
and
athletics?
How
do
we
make
sure
that
we
can
support
families
who
need
the
extra
transportation
again
make
sure
their
children
get
back
and
forth
from
practice?
How
do
we
make
sure
that
we
are
supporting
educators
in
that
way
and
we're
not
cutting
parts
of
our
budget?
P
That
would
support
a
comprehensive
evaluation
of
a
young
person,
so
I
think
you
know
I
would
love
to
have
that
conversation
of
I'm
all
in
on
that
conversation,
because
I
think
we
as
a
city
can
do
a
better
job
of
supporting
every
part
of
our
young
people,
which
I
don't
think
we
do
very
well
at
times,
but
I
do
think.
Well.
P
If
we
move
to
this
towards
this
model,
which
I
think
we
should
move
towards,
we
need
to
think
critically
about
implementing
programming
and
putting
the
supports
around
our
young
people,
so
they
can
actually
excel
so
many
scholarship
opportunities
come
from
outside
of
just
academic
opportunities
that
are
there.
I
mean
football
scholarships,
baseball
scholarships,
violin
band
I
mean
there's
so
many
opportunities
that
our
young
people
in
the
city
may
be
missing
out
on
because
we're
not
looking
at
them
as
at
that
whole
being
and
only
reducing
them
to
test
scores
and
grades
I,
just
I.
P
V
It
needs
to
be
seamless
alignment
with
what
happens
in
every
school
in
bps
at
every
grade,
so
that
if
we
do
have
a
population
of
students
that
moves
frequently
if
they
move
from
one
school
to
another,
they
are
going
to
be
reading
the
same
novel.
They
are
going
to
be
engaged
in
the
same
content
at
the
same
level.
So
that's
a
piece
that
really
needs
to
be
worked
on.
What
is
the
professional
development
goal
and
plan
for
the
entire
district,
and
how
is
that
instruction
aligned
from
classroom
to
classroom?
V
What
do
all
students
need
to
know
and
be
able
to
do
at
a
grade
level?
And
what
are
we
doing
to
ensure
that
that
happens?
And
so,
if
we
start
there,
that's
a
huge
start.
I
think
the
district
has
been
moving
towards
that
in
the
past
and
perhaps,
as
has
moved
away
from
that
and
I.
Think
if
you
talk
to
teachers,
that's
what
they're
thirsty
for
professional
development
use
of
technology,
making
sure
that
they
have
books
in
the
classroom.
V
You
know
copy
paper
should
not
be
something
that
they
have
to
pay
for
themselves
or
you
know
you
go
into
a
school
and
you
ask
teachers.
What
do
they
need?
They
need
books.
They
need
to
not
have
make
copies
of
books
because
they
don't
have
the
physical
books
in
the
classroom.
They
need
technology.
So
we
need
to
support
our
teachers.
We
need
to
honor
the
work
that
they
are
doing
in
the
classroom
and
ensure
that
they
have
every
tool
every
strategy,
every
support
that
they
need
in
order
to
do
a
great
job.
Thank.
D
Thank
You
counselor
savvy
Georgian.
Thank
you
to
the
panelists,
for
your
invaluable
input
was
very
helpful
and
I
just
want
to
say
thank
you
to
bps
for
being
here
as
well,
and
for
our
teachers
for
doing
their
very
best
to
bring
a
quality
education
to
every
child.
It
can
be
difficult,
but
I
think
we're
doing
much
better.
Now
we
have
good
leadership.
We
have
excellent
teachers
and
Boston
works
best
when
we
work
together
in
these
types
of
conversations
make
us
a
better
City.
Thank
you.
Thank.
E
F
A
You
so
I
do
appreciate
you
being
here
again
and
your
patience
to
being
the
last
group
at
the
end
of
a
long
hearing.
It's
much
appreciated
for
your
time
today.
Also
your
dedication
saying
for
the
most
part,
you
all
volunteer
your
time
to
do
the
work
that
you
do
so
I
do
want
to
send
my
appreciation
for
that
councillor
Jamie
as
I
lead
sponsored
so.
A
G
When
they're
talking
about
the
exam
schools,
students
who
transfer
from
like
private
and
parochial
schools
may
be
due
to
the
financial
circumstances
or
lack
thereof
or
don't
want
to
do
it
anymore.
So
that's
one
reason,
but
I'm
going
to
go
back
to
like
the
Asian
languages
and
ethnicities
that
are
varied
and
distinct
in
the
bps
schools
and
the
students
are
fully
aware
of
it
throughout.
G
You
know
wherever
they
are
in
the
district
and
the
district
itself
may
not
automatically
recognize
their
distinctions,
but
when
the
students
talk
with
each
other
and
they
figure
out
who
is
lived
where
and
how?
Then
they
know
the
variations
of
the
dialect.
I
found
that
out
just
listening
to
the
students,
casually
distinct
pronunciation
or
dialects,
do
vary
even
with
other
native
languages.
Among
our
ll
students,
parents
fluency
in
English
is
also
fueled
in
the
institutionalized
racism,
especially
throughout
bps
in
the
city
of
Boston.
It's
been
perpetuated
for
years
and
why?
G
G
We
have
enough
neighborhood
challenges.
Our
students
go
through
a
not
enough.
Neighborhood
challenges,
whether
they're,
the
second
they
step
out
the
doorway
getting
on
the
buses
traveling
to
wherever
their
school
is.
Then
they
leave
school
and
then
come
back
to
those
territorial
challenges,
and
if
they're
known
that
they're
going
for
going
to
an
exam
school,
then
it
also
adds
into
the
dynamics.
G
G
The
other
thing
for
their
not
being
able
to
go
to
take
the
exam
is:
there's
no
extended
family
for
the
younger
siblings.
So
you
have
to
take
no
single
child
to
the
exam.
You
have
to
drag
the
rest
of
the
family
with
you
and
that's
costly,
especially
if
they
don't
have
a
car.
The
other
part
is
housing
loss.