►
From YouTube: Committee on Education on October 22, 2020
Description
Docket #0886 - Hearing regarding the selection of NWEA as the admissions exam vendor for Boston’s exam schools and the impact exam-based admissions has on diverse enrollment at those exam schools
A
So
kerry,
I
see
that
counselor
wu
has
joined
us,
so
we
have
all
the
lead
sponsors
here.
What
I'm
thinking
is.
I
know
that
chief
roberts
does
have
it
and
I
think
miss
hogan
both
have
time
restraints.
I
think
they're
with
us
for
about
an
hour,
so
we'll
do
their
panel
first,
do
our
questions
and
then
move
on
to
the
rest
of
the
panels.
Following
that.
B
Sounds
good
to
me,
I
am
ready
to
roll
when
you
are.
A
A
Great
and
then
we'll
go
to
the
rest,
hello,
mascara,
welcome.
A
A
Right,
thank
you
everybody.
Good
afternoon.
My
name
is
denise
versus
ivy
george
and
I'm
chair
of
the
boston
city
council's
committee
on
education,
in
accordance
with
governor
baker's
march
12,
2020
executive
order,
modifying
certain
requirements
of
the
open
meeting
law
and
relieving
public
bodies
of
certain
requirements,
including
the
requirement
that
the
public
bodies
conduct
its
meeting
in
a
public
place
that
is
open
and
physically
accessible
to
the
public.
The
city
council
will
be
conducting
this
hearing.
A
Virtually
this
enables
the
city
council
to
carry
out
its
responsibilities
while
adhering
to
public
health
recommendations
and
ensuring
public
access
to
its
deliberations
through
adequate
alternate
alternative
means.
This
public
hearing
is
being
report
recorded
and
live
streamed
on
boston,
dot,
gov
forward,
slash
city
dash
council
dash
tv.
It
will
also
be
rebroadcast
at
a
later
date
on
comcast
8,
rcn
82,
verizon
1964..
A
A
This
matter
is
sponsored
by
council
ricardo
arroyo,
council,
michelle
wu
and
council
julia
mahia
and
was
referred
to
the
committee
on
education
on
july
twentieth,
twenty
twenty.
We
will
take
public
testimony
at
the
end
of
this
hearing.
If
you
wish
to
testify
via
video
conference,
please
email,
juan
dot
lopez
at
boston.gov
to
sign
up
when
you
are
called,
please
state
your
name
and
affiliation
or
residence,
and
limit
your
comments
to
no
more
than
two
minutes
to
ensure
that
all
comments
can
be
heard.
You
may
also
submit
written
testimony
by
emailing
ccc.education
boston.gov
this
afternoon.
A
I'm
happy
to
be
joined
by
a
number
of
colleagues,
including
the
lead
sponsors
council,
arroyo,
councillor
wu,
councillor
mejia
as
well.
Well
as
council,
braden
and
counselor
o'malley
and
I
haven't
been
joined
by
others
in
the
meantime.
Just
look
at
my
notes.
I
will
briefly
introduce
all
of
the
panelists
that
we'll
have
in
this
first
panel,
and
we
do
have
a
number
of
panels
this
afternoon
and
then
turn
turn
this
over
to
the
lead,
sponsors
and
colleagues
for
opening
statements.
A
This
first
panel,
we
will
be
joined
by
monica
roberts
chief
of
student,
family
community
advancement
and
in
the
boston
public
schools,
as
well
as
miss
rachel
scarrett
head
of
school
at
boston,
latin
school.
We
have
three
panels
following
that.
I
will
introduce
them
when
we
pull
them
on
screen.
We
do
want
to
get
chief
roberts
and
mascara
on
because
there's
some
timer
strings.
A
I
would
like
to
thank
all
the
panelists
for
being
here
today
and
continuing
this
conversation
on
exam
schools.
This
hearing
order
was
filed
this
summer
when
nwea
was
chosen
as
the
exam
school
vendor
for
a
possible
test.
This
fall
last
night
in
a
marathon
meeting
of
the
school
committee
with
over
a
hundred
member
180
members
of
the
public,
testifying
the
school
committee
voted
not
to
have
an
exam
school
administ
admissions
test
for
the
school
year.
Twenty
one
twenty
two.
A
This
hearing
is
intended
to
focus
on
the
next
steps
for
an
exam
school
admissions
process,
with
an
eye
on
how
we
improve
equity
in
our
schools.
I
request
that
anyone
wishing
to
comment
on
the
school
committee's
inadequate
process
and
monumental
decision
to
please
send
your
comments
directly
to
them.
You're
also
welcome
to
send
them
to
me
today.
We
will
explore
how
boston
public
schools
chooses
exam
exam
vendors.
A
With
that
I'd
also
like
to
note
there
was
some
conversation
prior
to
date
to
today's
hearing
why
this
hearing
was
held
after
last
night's
school
committee
meeting,
there
were
a
number
of
scheduling
conflicts
that
didn't
allow
us
to
hold
it
before
last
night,
but
also
want
to
note
that
this
is
about
the
selection
of
the
exam
school
process,
the
exe,
the
exam
schools
themselves
and
what
will
happen
in
the
future
with
that
I'd
like
to
give
the
original
co-sponsors
a
moment
to
offer
opening
remarks
and
statements
and
then
allow
the
rest
of
our
colleagues
to
give
some
opening
comments.
A
Before
moving
to
our
first
panel
counselor
arroyo.
C
Thank
you,
madam
chair,
all
right
and
I'll
dive
right
into
it,
because
we
we
have
a
few
panels.
I
I
was
born
and
raised
here
in
the
city
of
boston.
I
went
to
public
schools
and
I
got
to
see
an
experience
firsthand
the
way
that
we
as
a
school
system,
funnel
children
into
this
sort
of
zero-sum
game
of
believing
children
and
families
that
there's
basically
one
golden
ticket
in
town
on
the
way
out
to
opportunity
and
that
that
is
our
selective
admission.
Schools.
C
And
I
remember
as
a
I
was
at
the
timothy,
the
pressure
that
those
children
felt
understanding,
that
it
was
basically
three
schools
and
for
some
of
them
really
just
one
school
or
bust,
and
the
idea
that,
if
I
didn't
get
into
these
specific
schools,
then
the
rest
of
my
life
is
essentially
being
decided
for
me
now
and
for
a
sixth
grader
or
a
seventh
or
eighth
grader
to
feel
that
kind
of
pressure
is
already
just
innately
wrong.
C
That's
a
failure
on
our
part
to
create
a
structure
where
children
feel
like
there's
only
specific
places
in
which
they
can
succeed
and
so
directly
to
how
we
create
these
specific
spaces.
And
you
know
I've
had
these
conversations
internally
with
with
myself,
because
I'm
not
new
to
these
discussions.
My
father
was
on
the
school
committee
in
the
90s,
and
this
was
an
issue
how
we
get
into
the
exam
schools
and
the
reality.
C
Is
it's
very
difficult
for
me
to
talk
about
inequitable
processes
and
inequitable
resources
while
talking
about
how
to
make
an
inequitable
process
more
or
less
inequitable.
The
reality
is
having
a
two-tier
system
of
education
in
which
we
have
exam
schools
or
selective
admissions
schools
separate,
and
apart
from
all
of
the
rest
of
our
schools,
is
an
inequity
and
at
some
point
in
the
future.
C
Maybe
we
should
have
a
discussion
about
whether
or
not
the
actual
act
of
selective
admissions
schools
is
by
and
in
itself
opportunity,
reporting
and
inequity
on
in
and
of
itself,
but
today
we're
here
to
talk
about
the
process
for
getting
into
these
schools.
And
for
me,
the
one
thing
that
I
think
has
been
clear
by
everybody
that
has
spoken
on
this,
whether
in
support
of
standardized
examinations
or
opposed
to
standardized
examinations,
is
the
reality
that
they
serve
to
perpetuate
institutional
racism.
C
They
that's
what
they
do,
that's
what
they
were
created
to
do
originally
by
eugenics,
and
so
when
we
talk
about
that,
I
don't
believe,
and
I'm
happy
for
anybody
who's
attending
today
and
speaking
today,
to
correct
this.
I
don't
believe:
there's
a
single
standardized
exam
in
this
country
that
people
of
color
or
those
who
are
lower
on
the
socioeconomic
scale,
outperform
white
test
takers
and
those
with
more
resources,
and
the
reason
for
that
is
that
exams.
C
And
so
for
me
this
is
separate,
and
apart
from
what
was
decided
yesterday,
I
don't
believe
standardized
exams
should
be
part
of
our
entrance
exam
to
selective
admission
schools.
I
think
we
have
to
come
up
with
a
plan
that
doesn't
include
that.
That's
where
I'm
coming
from,
and
I
hope
I
was
clear
on
why
so
for
me,
I'm
calling
for
this
hearing.
I
was
calling
for
it
because
I
think
we
have
to
really
grapple
and
do
battle
with
the
way
that
standardized
examinations
are
a
tool
of
white
supremacy.
C
Are
a
tool
of
institutional
racism
and
how
that
tool
is
being
used
to
ensure
that
these
inequities
that
we
see
and
who
gets
to
attend
bps
is
a
higher
echelon
schools
of
bls,
bla
and
o'brien
play
out,
and
so
that's
that's
why
I'm
here
today
and
I
hope
to
to
go
over
those
things
with
you
today.
Thank
you,
madam
chair.
F
Thank
you,
chairwoman,
asabi
george,
and
to
my
lead
sponsors
and
my
co-sponsors
for
inviting
me
to
participate.
In
this
conversation.
I
just
counselor
roy
yo.
This
hearing
is
going
to
be
a
little
bit
challenging
for
me,
because
I
need
to
learn
how
to
balance
between
my
position
as
a
city,
councilor
and
my
feelings
of
frustration
as
an
afro-latina
who
grew
up
in
this
city
during
the
busing
era,
and
I
know
that
it
it
people
probably
are
wondering
why
I
keep
invoking
the
bussing
era
as
it
relates
to
this
exam
test.
F
But
I
see
the
correlation
between
these
two
worlds
because
it
always
feels
like
the
haves
and
the
have
nots
and
where
you
live,
and
what
type
of
access
to
resources
you
have
will
dictate
the
type
of
outcomes.
You
will
have
your
educational
and
your
your
pathways
out
of
poverty,
I'm
going
to
try
to
really
be
balanced.
I
know
that
back
back
then
in
the
70s
we
were
still
feeling
the
same
frustrations
that
we're
feeling
right
now.
F
I
feel
like
we're
in
a
tale
of
two
different
cities
in
two
different
systems,
one
for
the
privileged
and
one
for
everybody
else,
and
I
was
one
of
those
kids
that
got
everybody
else.
I
didn't
even
know
exam
schools
existed
to
be
a
hundred
percent
until
after
I
was
working
in
the
education
space.
F
I
was
that
kid
that
I
was
on
the
do
not
drop
out
track
because
I
had
already
stopped
going
to
school
and
I
went
back
so
no
one
would
ever
talk
to
me
about
anything
that
dealt
with
my
own
future
and
I
think
that
those
feelings
of
level
of
frustration
when
you
have
these
elite
schools
and
all
of
this
pressure
as
to
who
gets
in
and
who
doesn't
really
doesn't
help
solve
the
the
issues
that
we
have
been
struggling
with
here
in
the
city
of
boston
for
centuries.
F
It
feels
like
I
see
it
as
our
jobs
to
try
to
channel
that
frustration
into
a
dialogue
and
that
dialogue
into
action,
I'm
not
here
to
attack
or
blame
or
any
or
anyone
or
blame
anyone
or
any
school
for
that
matter.
F
This
is
a
systemic
issue
that
we
all
have
to
play
a
role
in
dismantling,
and
I
hope
that
in
this
hearing
we'll
be
able
to
get
to
the
work
to
find
new
and
innovative
ways
of
making
these
exam
schools
more
equitable
and,
let's
work
together
on
how
we
can
come
about
that
change
and
there's
one
thing
that
you
know
I
still
have
yet
to
google
it.
But
I
know
that
my
my
colleague
counselor
matt
o'malley,
always
talks
about
called
mature
met.
F
G
F
Metrocracy,
that's
right,
hypocrisy
and
when
I
think
about
that,
I
think
about.
First
of
all,
I
didn't
even
know
what
the
word
meant
right,
but
I
know
that
it
has
something
to
do
with
merit,
and
I
know
that
my
merit
and
and
the
things
that
I've
been
through,
I'm
just
as
smart
or
or
as
deserving
as
as
anyone
else,
and
just
because
I
happen
to
live
in
dorchester
or
other
or
or
in
neighborhoods,
where
schools
have
far
gone
neglected.
F
I
don't
think
that,
because
I
I
may
not
be
able
to
be
smart
enough
to
test
into
some
of
these
schools
does
not
mean
that
I
don't
have
the
capacity
to
to
thrive
and
and
also
to
be
just
as
competitive.
So
my
daughter
right
now
is
10
years
old
right.
F
I
I
and
I
I
whether
she
gets
into
an
exam
school
or
not.
It's
not
my
my
my
goal.
I
don't
know
why
everybody
thinks
that
that's
the
winning
ticket
out
of
poverty
and,
like
everybody,
got
to
get
into
these
exam
schools.
I
personally
do
not
believe
that
they
are
the
end
all
and
be
all
right.
I'm
gonna
be
100
about
that,
but
what
I
do
find
to
be
startling
is
that
the
way
our
kids
get
the
way
our
kids
get
decided
as
to
who
who
is
able
to
be
prepared?
F
F
H
Thank
you,
madam
chair,
and
thank
you
so
much
to
the
co-sponsors
on
this.
As
was
mentioned,
this
was
filed
long
ago
because
it
was
meant
to
be
about
the
big
picture
long-term
conversation,
including
what
is
happening.
What
what
what
was
voted
on
last
night
but
moving
forward
into
the
structure
of
our
school
district
as
a
whole.
I'm
a
bps
mom.
H
My
son
is
in
k2
now,
and
it's
actually
my
second
round
round
two
of
being
a
bps
mom,
because
I
raised
my
younger
sister
who
went
to
the
went
to
boston,
latin
school
and
graduated
in
well.
I
H
I
won't
get
into
how
old
she
is
the
experience
of
being
on
both
ends
of
this
now
and
the
younger
end
of
the
spectrum.
The
older
end
of
the
spectrum
really
has
shown
just
how
deep
the
inequities
run
in
our
district
and
how
much
of
a
hunger
games
model
we
are
putting
on
our
parents,
families,
students,
caregivers
today,
and
so
this
is
a
really
important
conversation
to
have
about
which
schools
we
are
holding
up
in
what
ways
with
what
gates
in
front
of
them.
H
What
resources
are
behind
those
gates,
but
also
what
how
everything
has
to
fit
together
across
the
entire
district
for
every
student
in
all
of
those
beautiful
k2
classrooms
right
the
the
spaces
that
my
sister
was
in
the
classrooms
and
her
peers
and
how
much
that
reflected.
The
city
looked
very
different
from
the
spaces
and
the
classrooms
that
I've
seen
in
our
kindergarten
and
elementary
school
classrooms.
H
So
I'm
interested
in
continuing
this
conversation
about
where
we
move
with
this
year
as
a
turning
point,
there
are
still
many
questions
about
this
year.
In
particular,
I
remain
very
concerned
that
the
the
families
most
impacted
by
this
decision.
Many
many
of
them
still
do
not
understand
what
is
happening.
What
you
know,
I
can't
even
answer
every
question
on
how
exactly
the
decisions
will
be
made
in
terms
of
lotteries
and
ties
between
gpas
and
this,
and
that
and
what
happens
and
and
et
cetera.
H
So
I
hope
to
get
into
some
of
those
questions
today
as
well
to
ensure
that
we
are
using
this
year
and
this
opportunity
of
a
transformation
to
build
trust
in
moving
towards
larger
changes,
rather
than
as
just
a
temporary
band-aid
that
will
get
ripped
off
in
a
very
painful
way.
Once
again
when
we
are
past
this,
so
I
want
to
thank
everyone
for
being
here
and
especially
our
school
representatives
and
and
bps
administrators
who,
I'm
sure
had
a
very
long
night
as
well.
Thank
you.
J
Thank
you,
madam
chair.
I
want
to
keep
my
my
comments
very
brief.
I
know
we
want
to
hear
from
the
panelists
I
I
feel
strongly
that
these
high-stakes
tests.
J
Tests
for
our
exam
schools
put
an
incredible
amount
of
stress
on
families
and
and
students,
and
it
also
creates
this.
This
divide,
like
so
many
families,
feel
that
if
there's
that,
if
their
their
child
does
not
get
into
one
of
the
exam
schools
like
it's
the
end
of
the
world
and
and
that's
a
really
sad
sad
situation,
we
have
so
many
high
schools
in
in
boston.
I
I
want
to
get
to
a
place
where
it's
not.
J
It
doesn't
feel
like
the
end
of
the
world
anymore
and
that
we
have
top-notch
world-class
high
schools
across
our
school
district.
That
will
help
that
help
meet
the
needs
of
all
of
our
students
to
develop
their
full
human
potential.
Not
everyone
is
cut
out
to
go
to
an
exam
school.
It's
really
important
that
we
have
a
world
like
a
top-notch
vocational
technical
high
school
at.
J
It's
really
important
that
there's
there's
high
schools
that
meet
the
needs
of
all
of
our
students,
not
just
the
select
few
that
are
lucky
enough
to
go
to
latin
school
or
or
the
or
the
o'brien
etc.
So
it's
it's
high
stakes,
testing
at
a
young
age,
and
I
really
feel
that
we
should
not
be
labeling
children
failures
at
that
young
age.
We
should
be
seeing
their
full
human
potential
and
working
constantly
to
get
all
that
all
develop
all
that
potential
right
until
the
day
that
they
graduate
from
high
school
in
boston.
A
E
Thank
you,
madam
chair,
and
thank
you
to
my
colleagues
for
calling
this
important
and
timely
conversation.
Thank
you
to
the
panelists,
I'm
looking
forward
to
delving
more
into
some
specifics
and,
of
course,
most
importantly,
hearing
from
parents
and
other
stakeholders
involved.
You
know
I
appreciate
the
passion
and
the
thoughtfulness
that
the
prior
speakers
have
already
sort
of
set
the
tone
for
the
important
issues
that
we're
grappling
with.
E
These
are
issues
that
I
have
a
perspective
as
a
bps
product
as
an
alumnus
of
an
exam
school
boston,
latin
school
as
a
city
official
and
as
a
new
parent,
admittedly
far
off
from
the
bps
process,
but
still
that's
obviously
colors
my
view
on
this
as
well,
and
I
just
wanted.
While
I
appreciate
what
was
said
and
agree
with
a
lot
of
what
was
said,
the
as
we
get
into
some
specifics
on
this
hearing
today,
as
it
relates
to
an
assessment,
the
new
assessment,
the
nwea
ea
test.
E
I,
for
one,
am
glad
that
we
are
using
this
test,
which
will
be
a
market
improvement
over
the
prior
examination.
In
many
regards
it's
it's
universally
regarded
as
such.
Even
many
educational
advocates,
who've,
been
critical
of
this
process
have
cited
the
nwea
test
as
an
examination
or
an
assessment.
E
These
two
conflicts
these
two
at
the
these
two
ideas
are
not
in
conflict
with
one
another
we
can
do
both
and
by
god
we
must
do
both
and
I'm
not
just
talking
about
access,
I'm
just
not
talking
about
increasing
help
or
tutoring
or
the
the
exam
school
initiative.
All
these
things
that
we've
done
there
are
other
things
that
we
can
do.
One
thing
that
I
pushed
for
successfully:
we
were
only
able
to
do
it
one
year
last
year
was
offering
the
examination
in
every
boston
public
school.
That's
a
good
step.
E
Another
thing
that
we
need
to
clearly
do
is
have
a
unified
rubric,
as
it
relates
to
private
schools,
parochial
schools,
catholic
schools
and
public
schools
to
make
sure
that
the
grades
are
on
the
same
plane,
but
even
more
than
that,
there
are
other
ways
that
we
can
both
protect
a
meritocracy
and
make
sure
that
there
is
access
to
that
meritocracy
across
the
board
and
have
schools
that
better
have
exam
schools
that
better
reflect
our
student
population.
E
This
isn't
a
new
idea.
This
is
something
that
the
schools
have
been
grappling
with.
When
I
was
a
student
at
boston,
latin
school,
there
were
policies
in
place
that
guaranteed
both
the
academic
rigor,
as
well
as
concrete
policies
that
allowed
for
a
student
body
that
better
reflected
the
city
at
large.
That
policy
was
challenged
in
court,
but
I
cited
to
suggest
that
there
are
things
that
we
that
we
are
doing
and
can
be
doing
so.
E
For
one
iota,
but
I'm
just
saying
it
because
through
the
course
of
this
debate
through
the
course
of
the
last
week
or
so
sometimes
I
think
nuance
gets
lost
and
I
just
want
to
be
clear
that
having
the
academic
rigor
having
an
assessment
like
an
examination,
is
not
in
conflict
with
doing
more
and
putting
some
substantial
and
significant
policies
in
place
that
will
make
sure
that
our
schools
better
reflect
the
city,
and
I
for
one-
and
I
know
all
of
you
are
committed
to
doing
just
that.
Thank
you,
madam
chair.
A
Thank
you,
councillor,
o'malley
and
as
we
as
colleagues
continue
to
join
this
morning's
this
afternoon's
hearing,
I
let
everyone
sort
of
have
as
much
time
as
they
needed
for
opening
statements,
because
there
was
just
a
few
of
us
and,
as
folks
have
added
on.
I
do
want
to
note
that
our
first
panel
does
have
a
time
limit
of
five.
So
if
colleagues
could
be
more
brief,
that
would
be
helpful.
We
have
counselor
campbell
and
then
counselor
council
president
janie
councillor
campbell.
G
As
everyone
knows,
this
issue
is
deeply
personal
to
me
as
a
bps
graduate
of
five
boston,
public
schools,
including
boston,
latin
school
and
I'm
a
proud
boston,
latin
school
graduate
and
I'm
very
happy
to
see
miss
skerritt,
who
is
on
here,
along
with
monica,
of
course,
and
I
know
what
these
schools
mean
to
our
community.
I
know
what
they
mean
to
a
student
of
family.
G
I
also
know
what
it
means
to
families
who
do
not
have
access
to
these
schools,
and
for
me
it's
personal.
It's
not
just
talking
about
the
data
that
tells
us
that
the
system
bps
system
is
inequitable
and
that
there
are
inequities
with
respect
to
access
to
not
only
exam
schools
but
to
high
quality
schools
in
the
district.
This
is
also
personal
for
me.
I
often
talk
about
this
reason.
G
I
do
this
work
is
because
of
the
loss
of
my
twin
brother,
and
I
know
there
are
many
systems
that
failed
him,
but
one
is
plainly
clear:
it's
bps
failed
him.
He
didn't
go
to
a
boston,
latin
school.
He
went
to
madison
park,
which
was
struggling
to
get
resources
at
the
time
he
went
to
burke,
high
school,
which
wasn't
even
accredited
at
the
time
and
not
to
suggest
those
teachers
and
principals
weren't
working
hard.
They
were,
they
did
not
have
the
same
resources
and
opportunities
there
as
they
did
in
other
schools.
G
But
if
we
are
going
to
make
this
school
system
truly
equitable
for
every
single
person
and
this
system
doesn't
just
fail
people
of
color,
it
fails
all
of
us
and
we
all
have
a
role
to
improving
it.
But
if
we
want
to
do
that,
we
have
to
be
honest-
and
I
will
tell
you
if
you
did
not
read
dr
kindy's
remarks
at
the
school
committee
hearing
last
night.
You
should,
I
know,
we're
here
to
talk
about
the
new
exam.
G
I
know
we're
here
to
talk
about
how
it's
better
than
the
old
process
and
the
process
in
which
we
determined
that
we
would
be
using
it.
But
I
think
the
elephant
in
the
room
is
the
fact
that
we
have
a
system
that
right
now
does
not
allow
equitable
and
fair
access
to
a
select
school
select
group
of
high
schools
that
we
deem
to
be
high
quality.
And
so
I
think
everyone
should
take
a
look
look
at
his
statement.
G
I
think
we
need
to
under
understand
the
history
of
standardized
tests,
but
whatever
decisions
we
make
on
a
long-term
basis,
I
want
to
be
crystal
clear-
is
absolutely
important
that
we
have
a
process
that
is
robust,
not
rushed
and
allows
for
families
to
participate,
regardless
of
what
side
of
the
issue
they're
on,
and
we
did
not
do
that.
Well,
with
respect
to
the
decision
last
night
at
the
school
committee,
we
have
an
opportunity,
through
this
hearing
in
subsequent
conversations
to
have
a
more
robust
conversations
about
this
exam.
G
So
I'm
looking
forward
to
the
conversation-
and
lastly,
I
have
to
keep
saying
this,
because
it's
not
getting
enough
attention.
We
keep
talking
about
the
exam
schools,
lack
of
diversity
and,
namely,
lack
of
diversity
at
boston,
latin
school,
john
d,
o'brien
bryant
in
the
latin
academy
folks,
are
like
they're
doing
pretty
good
non-exam
high
schools
non-exam
high
schools.
G
Students,
english
language,
learners,
low-income
students
are
doing
incredible
work
without
the
resources
without
the
access
to
up
to
resources
that
we
see
with
respect
to
exam
schools
or,
more
importantly,
without
the
attention
that
they
deserve.
So
I
just
want
to
raise
that
up
again
and
I'm
going
to
raise
it
up
in
every
single
conversation
that
we're
having
on
high
schools
until
it
gets
more
attention.
Thank
you,
madam
chair,
for
allowing
me
to
indulge
absolutely
looking
forward
to
this
conversation
and
thank
you
to
the
panelists.
L
Thank
you
so
much.
Madam
chair.
I
want
to
thank
the
makers
for
bringing
this
hearing
order
forward.
Wu
council
royal
council
mejia
for
their
leadership
in
this
space.
I
also
want
to
thank
councillor
campbell
for
her
partnership
around
exam
school
admissions.
Overall,
since
I've
been
on
the
council,
I
think
people
are
aware
of
my
advocacy
and
leadership
in
this
space
prior
to
joining
the
council.
L
While
I
know
we
are
here
to
talk
about
a
specific
test,
I
think
last
night's
marathon
school
committee
hearing
demonstrates
the
desire
and
the
demand
for
a
more
robust
discussion
about
exam
school
admissions
overall
and
not
just
a
test.
What
that
looks
like
who
is
included?
Who
is
invited?
Who
has
access
and
opportunity,
and
it
was
overwhelming
there
was
overwhelming
demand.
L
Not
only
that,
I
will
remind
everyone
on
this
zoom
that
the
school
committee's
own
stated
policy
adopted
in
2016
the
opportunity
and
achievement
gap
policy
says
that
the
school
committee
must
change
its
admissions
policy
to
increase
diversity.
That
cannot
be
done
by
an
exam
alone.
I
think
there
is
lots
of
opportunity
to
talk
about
this
exam.
Whether
or
not
this
is
a
better
exam.
L
A
Thank
you,
counselor
janie
carrie.
Could
you
let
councilor
flynn
in
I
know
he's
waiting
in
the
waiting
room
and
would
like
to
give
some
opening
remarks.
A
All
right
we're
waiting
while
we're
waiting
for
counselor
flynn
to
join
us,
oh
and
there.
He
is
just
like
that.
Like
magic
council
flynn,
I'm
sorry,
I
took
you
a
few
extra
minutes
to
get
in
with
us.
If
you
wouldn't
mind
giving
some
brief
opening
remarks
and
then
we're
going
to
head
over
to
the
panel.
Thank
you.
Councilor
flynn.
M
Thank
you,
counselor
sabi
george,
thank
you
for
your
leadership
on
on
this
important
issue
and
to
my
colleagues
as
well
for
their
important
leadership
I
just
want
to
highlight.
I
know
council
campbell,
highlighted
a
couple
of
issues.
I
just
wanted
to
highlight
one
issue
that
I
thought
might
be
helpful
in
this
discussion:
the
important
role
language
access
plays
in
public
education.
M
M
Many
of
them
don't
speak
english
and
what's
important
for
what's
important
for
us,
as
as
as
a
government
is
to
make
sure
that
they
have
the
services
and
the
support,
whether
it's
immigration
support
public
education
support
language
access
support,
so
that
they
can
continue
to
make
progress
here
in
in
boston
in
our
country,
and
I
hope,
over
the
next
four
years
I
mean
over
the
last
three
years.
That
was
the
number
one
issue
I
focused
on
is
language
access
and
giving
an
opportunity
and
working
closely
with
our
immigrant
community.
M
But
I
just
want
to
highlight
the
tremendous
work
our
boston
public
school
teachers
do
but
also
the
professional
staff
at
bps
as
well,
whether
it's
the
cafeteria
workers
or
the
nurses
or
the
or
the
janitor
or
the
custodians
they
they
they're,
all
working
together
to
provide
the
best
education
they
can.
But
that's
all
I
have
to
say
right
now:
counselor
sabi
george.
Thank
you
for
giving
me
the
opportunity.
A
Thank
you
very
much
councillor
flynn
and
just
to
remind
everyone.
We
are
on
a
time
crunch
with
chief
roberts
and
miss
carrick,
so
I
I
will
turn
it
over
to
them
for
presentation.
Thank
you
both
for
being
here,
especially
after
the
long
night
last
evening
that
a
few
of
us
were
up
with
you.
N
Thank
you
good
evening,
madam
chair
co-sponsors
of
this
hearing
and
members
of
the
council
and
to
our
community
joining
us
online.
I
want
to
thank
you
for
inviting
us
to
speak
with
you
this
evening
regarding
the
selection
of
a
new
assessment
for
exam
school
admissions.
I
have
some
brief
comments
and
then
I'll
turn
it
over
to
my
colleague,
rachel
scarrett,
who
is
the
head
of
school
at
boston,
latin
school,
and
I
think
for
the
record.
N
As
many
of
you
know,
in
the
fall
of
2019,
the
boston
public
schools
began
planning
to
conduct
a
request
for
proposal
process
to
secure
a
test
for
the
exam
school's
admissions
process.
The
bps
exam
school
admissions
criteria
has
been
50,
gpa
and
50
test
score,
using
the
independent
school
secondary
school
exam
or
ise.
N
The
goal
of
the
rfp
process
was
to
ensure
that
there
was
a
test
in
place
by
may
of
2020
to
give
families
ample
notice
prior
to
the
test
administration
for
the
2020-2021
school
year.
The
effort
to
secure
a
new
test
was
part
of
ongoing
work
toward
more
equitable
access
to
exam
schools.
It
was
preceded
by
an
expansion
of
the
exam
school
initiative
in
the
summer
of
2019
and
school-based
testing
for
all
bps
sixth
graders
in
the
fall
of
2019..
N
All
of
these
efforts
were
reviewed
and
supported
by
an
internal
working
group
comprised
of
certain
departments,
including
the
office
of
opportunity
gaps,
the
office
of
equity,
the
office
of
academics,
the
office
of
data
and
accountability
in
the
office
of
welcome
services
to
develop
the
rfp
bps
participated
in
an
extensive
process
that
included
input
and
recommendations
from
the
internal
working
group,
as
well
as
some
feedback
to
the
superintendent's
community
engagement
tour,
which
she
did
in
her
first
year.
As
of
superintendency.
N
N
The
internal
working
group
committed
created
a
subcommittee
to
develop
the
rfp.
This
subcommittee
used
the
bps
ratio,
equity
planning
tool,
which
we
use
for
all
of
our
initiatives
and
processes
to
conduct
an
analysis
of
the
exam
school
admissions
and
inform
the
rfp
development
and
process
to
ensure
that
the
equity
lens
was
incorporated
into
the
rfp
review
process.
N
I
do
want
to
note
that
the
initial
process
was
to
include
an
educator,
but
there
was
no
response
to
our
first
rfp
that
we
put
out
so
we've
been
released.
The
initial
rfp
on
february
17th
of
this
year,
inviting
organizations
to
submit
their
test
proposals
the
due
date
for
the
proposals
was
march
19th,
which
was
when
school
buildings
closed
and
were
being
enclosed
were
being
implemented
and
local
governments
were
issuing
stay
home
orders
due
to
the
national
covert
19
crisis.
As
a
result,
boston
public
schools
did
not
receive
any
test
proposals.
N
N
The
three
proposals
were
reviewed
by
the
internal
review
committee
and
after
the
review
they
recommended
nwea
for
the
contract
and
on
july,
2nd
the
bps
named
nwa
as
the
vendor.
That
was,
there
was
a
press
release
on
july,
2nd,
followed
by
communications
to
families
in
a
broader
community.
N
The
proposals
that
were
received
were
evaluated
for
curriculum
standards,
alignment
validation
for
use
of
students
with
all
racial
identities,
english
learners
and
students
with
disabilities,
cognitive
demand
and
rigor
in
terms
of
the
proposals
that
were
not
selected.
One
proposal
was
made
at
not
advantageous
as
a
way
which
would
we
create
a
custom
assessment
assessment
for
november
2021
that
would
be
next
year
and
significantly
exceeded
the
district's
testing
budget.
N
As
you
are
all
aware,
bps
selected
the
nwa's
proposal
to
administer
its
measures
of
academic
progress
or
map
growth
assessment
for
the
exam
school
admission.
Their
price
proposal
was
within
the
district's
budget.
It
was
inclusive
all
the
details
and
supplementing
materials
such
as
spanish
language,
math
growth
assessment
and
reading
and
math.
N
The
test
is
a
computer
adaptive
test.
It
is
untimed,
it
includes
multiple
choice
and
drag
and
drop
options.
It
provides
math
reading
and
language
arts,
and
it
is
already
familiar
to
some
students
within
a
city
as
it
is
currently
used
in
some
of
our
bps
schools
and
other
schools
in
a
city
for
formative
assessment
purposes.
N
N
D
Thank
you
and
good
afternoon
counselors.
My
name
is
rachel
starrett
I've
served
as
the
head
of
school
at
boston
latin
school
since
the
fall
of
2017..
It's
always
a
privilege
to
work
with
miss
monica
roberts.
I'm
grateful
for
her
thoughtful
facilitation
of
the
working
group
passed
in
a
short
period
of
time
to
make
a
recommendation
around
exam
school
admissions
for
the
coming
school
year.
I
appreciated
listening
to
and
learning
from
the
passionate
positions
presented
by
students,
families,
bps
alumni
and
community
partners
throughout
last
evening's
school
committee
meeting.
D
D
In
addition,
having
spent
years
now,
collaborating
with
and
learning
from,
dr
tanya
freeman
wisdom
at
the
john
d
o'brien
and
mr
chimde
vuchendu
and
mr
jerry
howland
at
boston
latin
academy,
I
can
also
say
that
I
have
had
the
opportunity
to
see
how
incredible
all
three
exam
schools
are.
This
debate
about
admissions
is
personal
to
so
many
of
us,
because
our
city
is
small
and
in
boston's,
history
of
racial
inequity
runs
deep.
D
The
fact
that
our
individual
connections
to
these
institutions
are
personal
doesn't
mean
that
our
work
to
strengthen
them
can't
be
respectful
and
productive.
Today,
I've
been
asked
to
come
to
speak
for
the
diversity
at
bls
and
what
we
are
doing
to
ensure
that
students
feel
welcomed
and
affirmed,
particularly
our
students
of
color.
D
While
it
is
well
known
and
of
deep
concern
to
all
of
us
that
boston,
latin
schools,
student
demographics
do
not
mirror
the
proportional
racial
diversity
of
the
city
itself,
I
want
to
highlight
a
few
things
about
our
student
body.
Our
current
enrollment
is
hundred
eighty
four
students
in
grades.
Seven
through
twelve
bls
is
fifty
six
percent
students
of
color
with
a
population
that
is
eight
percent
black
fourteen
percent
latinx
29
asian
and
five
percent.
Multi-Racial
students
hail
from
every
section
of
the
city
and
represent
over
85.
Sending
schools
close
to
500
of
our
students.
D
Our
students
continue
to
use
their
voices
in
service
of
an
affirming
school
culture
not
just
for
themselves
but
for
all
identity
groups.
Yesterday,
we
held
day
three
of
five
of
our
virtual
extracurricular
showcase
and
the
student
leaders
from
all
of
our
cultural
clubs
and
affinity
groups
held
an
informational
zoom
for
prospective
members.
This
included
the
groups,
black
leaders
aspiring
for
change
in
knowledge,
bls,
black,
talented
and
gifted
latino
program
tag
asian
students
in
action,
asia,
vietnamese
student
society,
filipino
club,
arab
students,
association,
gender
sexuality
alliance,
gsa
and
the
list
goes
on.
D
I
am
happy
to
answer
questions
that
you
might
have
around
our
policies,
practices
and
evolution
at
bls,
though
I
do
have
back
to
school
night
later
this
evening.
But
I'd
like
to
focus
in
these
in
these
comments
on
suggested
suggestions
that
were
made
by
our
students
themselves
as
listening
to
them
and
considering
them.
Partners
in
this
work
is
essential
to
fostering
an
environment
of
trust
and
respect
at
the
high
school
level,
among
students
and
between
students
and
staff.
D
They
and
other
members
of
the
boston,
chinatown
neighborhood
youth
center
lift
up
recommendations
such
as
publicly
speaking
out
for
anti-racism
revising
current
curricular
materials,
hiring
more
black,
indigenous
and
people
of
color
on
school,
staffs
and
faculty,
prioritizing
mental
and
emotional
health
resources
and
committing
to
actively
engaging
and
supporting
families.
I
know
that
bps
leaders
in
the
office
of
equity
and
office
of
opportunity
gaps
for
reviewing
these
recommendations
and
are
eager
to
be
responsive
to
the
work
of
our
youth
leaders.
D
I'd
like
to
conclude
before
taking
questions
along
with
my
colleague,
miss
roberts
by
saying
that,
while
I'm
always
happy
to
discuss,
bls,
share
our
successes
and
challenges
and
receive
feedback.
I
also
want
to
echo
the
sentiments
expressed
last
night
and
earlier
at
this
hearing
regarding
the
need
for
this
level
of
attention
and
passion
for
all
of
our
district
schools.
D
I
do
know
what
it's
like
to
lead
a
school
with,
amazingly
talented
students
who
have
not
been
given
what
they
need
in
order
to
be
successful,
and
I
know
what
it
feels
like
when
a
city's
conversation
doesn't
feel
like
it
includes
you.
We
have
an
incredible
set
of
school
leaders
across
this
district
and
I
just
would
like
to
acknowledge
all
of
their
hard
work.
24
7
in
their
respective
school
communities
last
spring
all
summer
and
ongoing
during
this
unprecedented
time
of
crisis
and
reckoning
for
our
city
and
country.
Thank
you.
A
We
see
how
desperately
important
that
is
right
now
and
how
supporting
our
youngest
children
and
our
students
at
the
highest
levels
of
need
is
especially
at
this
time.
So
I
think
that
it
is
a
greater
conversation
than
just
about
the
exam
schools.
I
should
also
note
for
the
record
that
I
am
a
graduate
of
boston
technical
high
school,
which
is
now
the
john
d
o'brien
school
of
math
and
science,
so
I'm
gonna
go
over
to
the
one
of
the
lead
sponsors
first
council
arroyo.
A
I
am
going
to
ask
just
in
the
interest
of
time
that
you
ask
perhaps
some
really
quick
questions
as
miss
roberts
just
does
have
to
leave
in
the
next
few
minutes.
Council
arroyo.
C
Thank
you,
madam
chair,
and
what
I'll
do
is
I'll.
Ask
the
questions
to
both
of
you
and
then
that
way
the
questions
are
out
and
then
you
can.
You
can
just
answer
them
back
both
and
I
will
just
say
one
thing.
Obviously,
we
can
hold
hearings
on
on
any
topic.
C
Anybody
here
can
bring
forward
a
hearing
on
anything,
and
I
agree
that
we
should
be
talking
about
all
of
our
high
schools,
but
the
reality
remains
that
there's
only
three
high
schools
in
the
city
of
boston
that
are
subject
to
racist
and
classes
gatekeeping-
and
those
are
the
three
that
we're
talking
about
today-
the
other
ones
don't
have
the
same
racist
in
class
as
gatekeeping,
and
so
when
we
are
talking
about
these
three.
It's
specifically
because
of
that,
and
we
can
we
can
like
move
around
that.
C
However,
we
want
to
move
around
that,
but
I'm
I'm
not
going
to
allow
the
reality
that
that's
what
is
happening
to
go
by
unsaid
and
what
I
mean
by
that
is
you
know
principal
scared.
I'm
really
glad
that
you're
here
I
really
am,
and
I'm
really
glad
that
you're
the
principal
at
bls
I
actually
I'm
thrilled
about
that.
But
the
reality
is
when
you
said
your
numbers.
As
far
as
diversity
goes,
7.6
at
bls
is
23
less
than
what
the
average
of
black
and
african
americans
in
bps.
C
C
I
it's
easier
for
me
to
find
an
alum
of
color
from
bls
who
speaks
to
me
about
the
racial
environment
there
and
how
unacceptable
it
was
for
them
personally
and
the
traumas
in
which
they
have
dealt
with
that
than
it
is
for
me
to
find
one
who
doesn't
in
my
own
personal
life
is
somebody
who
attended
the
o'brien,
as
somebody
has
two
brothers
who
attended
bls
and
a
sister
who
graduated
from
bla,
and
so
I
don't
want
to
skate
away
from
a
conversation
about
what
the
racial
environment
is
and
what
that
does
to
attrition
numbers
or
what
the
gatekeeping
to
these
schools
is.
C
And
so
with
that
in
mind-
and
this
is
for
both-
because
I
don't
know
who
has
this
information
but
one
first
question:
the
nwea
maps
test
is
being
used
here
to
rank
students,
not
as
an
assessment
tool,
in
the
way
that
nwe
maps
is
generally
used,
which
is
to
essentially
assess
growth
for
a
student.
So
that's
why?
My
understanding
is
that
they're
creating
an
exam
specifically
tailored
for
this
entrance
selection
process.
A
high
stakes
exam
is
what
that
would
be,
as
opposed
to
a
low
stakes
exam,
which
is
an
assessment
exam.
C
A
high
stakes
exam,
because
it's
it's
banking
on
whether
or
not
you
enter
into
these
schools
are
either
of
you,
aware
of
any
examination
that
does
not
does
not
have
a
disproportionate
amount
of
people
of
color
or
lower
on
the
socioeconomic
scale.
Folks,
on
the
back
end,
doing
worse
on
that
exam
do
are
any
of
you
aware
of
a
standardized
exam
that
does
that.
D
D
I
think
that
we
cannot
ignore
the
fact
that
at
the
same
time
that
we
talk
about
the
challenges
with
tests,
we
prescribe
standardized
tests
as
a
solution
to
adding
rigor
in
our
comprehensive
high
schools,
one
of
the
one
of
the
tools
that
is
being
recommended
to
improve
some
of
the
other
schools
around
the
city
that
counselor
campbell's
referring
to
is
to
implement
ap
right,
which
is
an
exam
from
the
college
board.
You
know,
and
we
opened
our
schools
this
week.
D
You
know
across
the
city,
not
just
at
bls,
because
many
seniors
wanted
the
opportunity
to
take
the
sat.
Even
though
many
schools
are
rightfully
test
optional
this
year-
and
some
may
argue-
maybe
they
should
just
be
test
optional,
but
we
do
have
a
relationship
where
we
are
advocating
testing
in
some
situations
and
not
in
others.
D
I
mean
I
don't
say
that
to
have
an
answer
to
your
question
and
no,
I
do
not
know
of
any
standardized
tests
where
bipoc
folks
are
exceeding
in
performance
to
answer
your
question,
but
I
just
want
to
articulate
that
point
to
emphasize
why
I
think
these
dialogues
are
so
important
to
have
and
really
peel
back,
multiple
layers,
because
I
think
that
if
these
questions
were
easy
to
solve
around
the
schools,
they
wouldn't
bring
up
such
passion
and
we
would
have
done
it
hopefully,
as
a
city,
maybe
not,
but
I
just
wanted
to
make
that
point
that
our
our
city
has
other
complicated
relationships
with
testing
beyond
beyond
these
schools
as
well,
but
I'll.
N
Yeah
I
mean
I
am
not
an
expert
in
standardized
testing,
so
I
I
will
not
pretend
to
be
able
to
have
the
full
knowledge
of
all
the
universe
of
tested
test
used
in
the
country.
So
I
I'm
gonna
not
respond
to
that,
but
I
will
say
just
want
to
clarify
that
nwa
map
test
as
it
relates
to
exam
school
testing,
is
not
being
created
or
customized
to
bps.
They
already
have
a
selective
admissions
test
that
is
used
by
chicago
public
schools,
kansas
and
metro
nashville.
N
That
is
what
they
propose
to
use
with
us.
So
I
just
wanted
to
clarify
that,
for
everyone.
A
And
I
do
want
to
counsel
roy
just
very
quickly.
We
are
at
five
o'clock,
which
I
committed
to
mr
roberts
chief
roberts,
that
you
could
leave
at
five.
So
if
you've
got
actually
a
question
very
much
directed
to
chief
roberts.
C
Directed
to
roberts
yeah,
it's
about
what
you
just
said,
chicago
you're,
saying
uses
this
as
an
assessment
in
chicago
the
way
that
they
use
this
exam
as
an
assessment
for
getting
into
their
selected
admissions
schools.
Is
it
a
carbon
copy
mirror
of
what
bps
is
proposing
we
do
with?
It
is
the
exact
same
way
in
which
it's
being
used
in
conjunction
with
other
things,
exact
mirror
of
the
way
bps
is
seeking
to
do
this,
or
are
we
doing
it
differently
than
the
way
chicago?
Does
it?
N
N
A
F
I
got
you
so
chief
roberts
is
so
good
to
see
you
I'm
just
curious
about
how
the
how
the
district
determines
that
a
test
is
anti-bias
like
councilor
arroyo
mentioned.
I
cannot
think
of
a
test
where
black
and
brown
students
score
equally
or
better
than
their
white
counterparts.
F
What
are
those
standards
and
what
groups
participate
in
determining
that?
I'm
just
curious
about
how
we
got
there
and
how
does
the
district
determine
that
a
test
is
good
for
english
language
learners
are
test
provided
in
multiple
languages,
and
what
do
you
mean
when
you
say
50,
gpa
and
fifty
percent
test?
What
does
can
you
help
me
understand
that.
N
Yeah,
absolutely
let
me
take
the
last
one
first,
because
that
might
be
simpler.
The
the
district
for
grade
seven,
for
example,
uses
the
last
term
of
a
student's
fifth
grade
year
and
the
first
term
of
their
sixth
grade
year
to
the
as
their
what
I
would
just
call
grades
or
their
gpa
as
fifty
percent
of
what
they
would
call
a
z-score
or
composite
score.
The
other
fifty
percent
of
that
score
is
is
used.
It
comes
from
their
test,
the
results
and
how
they
scored.
N
That
is
combined
to
create
what
we
call
a
z-score
and
then
rank
students
as
it
relates
to
nwa's
submission
of
evidence
regarding
bias
and
other
things,
but
they
submitted
what
was
called
a
differential
item
functioning
analysis,
which
is
completed
to
assess
whether
items
are
fair
to
students
of
different
subgroups.
N
Every
item
is
examined
at
multiple
points
in
the
development
process
undergoing
specific
bias
and
sensitivity
reviews,
and
then
they
have
a
committee
composed
of
external
folks
who
deem
the
analysis
who
who
conduct
the
review
process.
N
N
N
Basically,
they
conduct
an
analysis
that
assesses
whether
it's
fair
to
students
of
different
groups.
They
they
assess
whether
every
a
student
taking
the
test
has
equal
opportunity
to
answer
them
correctly,
based
solely
on
their
knowledge
of
the
item
content.
N
Things
that
they
think
about
is
that
if
it
requires
prior
knowledge
or
something
that
a
student
would
not
have
learned
in
school
requires
constructive
or
relevant
or
specialized
knowledge,
it
provides
cultural
bias
or
linguistic
bias
or
social
economic
bias,
religious
bias,
geographic
bias,
colorblind
bias,
gender
bias,
favor
students
who
have
no
visual
impairments.
These
are
all
things
they
look
for
to
conduct
their
bias
assessment
if
it
favors
students
who
have
disabilities.
N
Then
those
are
those
are
removed
from
from
the
testing
items.
N
Nwea
actually
does
they
do
not
do
a
full
practice
test,
but
on
their
website
they
do
include
a
few
sample
questions.
I
think
it's
up
to
five
by
grade
level,
their
intention
is
not
to
give
people
a
full
practice
test,
but
to
help
them
understand
the
test,
environment
and
type
of
questions
that
they
will
receive.
So
you,
I
think
you
can
access
them
right
on
your
website.
F
Because
this
looks
like
any
kind
of
test
that
you
could
potentially
administer,
so
I
was
just
trying
to
figure
out
what
what
was
particularly
special
about
this
test
that
helps
us
assess.
I'm
looking
at
growth
mind
I
I
just
feel
like
there's
so
many
things
when
you,
when
you're
thinking
about
children
who
haven't
had
access
to
opportunity,
children
who
speak
a
different
language
at
home.
F
There
are
a
lot
of
superpowers
that
we
have,
that
there's
really
no
way
for
us
to
assess
what
the
unique
capabilities
that
we
bring
into
a
space
right,
and
so,
but
I
appreciate
your
answer
and
I
know
that
you
have
to
go,
and
I
and
I
don't
mind
counselor
sabi
george.
I
can
wait
for
my
questions
for
rachel
and
let
counselor
wu
ask
any
questions
that
she
has
a
monaco
collaborative.
That's
okay,.
A
Great,
I
appreciate
that
councilman
here
councilwood,
you
have
a
brief
question
for
chief
roberts,
because
I've
already
overextended
her-
and
I
know
ms
scarad
also
has
a
family
night
at
latin
this
evening.
Thank.
H
You
I
just
have
two
questions
and
I'll
keep
them
very
quick,
so
one
is
on
the
the
actual
test.
This
is
a
test
that
looks
like
there
are.
I
just
was
googling
it.
There
are
still
test
prep
books
available
for
it
there's
still
a
test
prep
industry
related
to
this
map
test.
What
is
the
district
thinking
about
that
type
of
prep?
H
I
mean
we
know
it's
not
just
the
the
bias
related
to
individual
questions,
but
the
ability
for
families
or
to
have
access
to
that
preparation
is
the
plan
to
roll
out
more
sort
of
early.
You
know
the
equivalent
of
excellence
for
all
or
prep
related
to
now
map
or
or
how
are
you
thinking
about
test
prep
with
this
new
test.
N
Yeah,
so
what
I
can
say
is
that
the
as
it
relates
to
district
based
testing
support
that
has
been
traditionally
done
through
our
esi
program
so
and
I
apologize
I'm
getting
what
esi
stands
for.
I'm
scared,
if
you
my
exam
school
initiative,
thank
you
where
we
do
provide
additional
support
to
our
students.
Mostly
we
teach
them
about.
We
ran
it
this
summer.
In
july.
We
really
helped
our
students
understand
in
particular
what
what
is
the?
N
What
are
the
questions
asking
you
to
do
to
help
them
think
about
how
they
approach
the
questions,
because
of
how
the
the
math
growth
test
is
designed.
The
traditional
kind
of
this
is
how
you
answer
this
sort
of
question
doesn't
actually
work
in
the
same
way
and
miss
hogan
might
be
able
to
talk
a
little
bit
more
about
that
and
because
it
is
a
computer
adaptive
test,
you
can't
go
back
to
a
prior
question
right.
N
So
a
lot
of
the
traditional
ways
that
people
think
about
test
prep
is
not
something
that
you
would
do
with
this
test.
We
have
maintained
that
one
of
the
reasons
why
we
selected
this
test
is
because
it
is
aligned
to
the
district
and
state
curriculum
standards
and
therefore,
if
we
are
preparing
our
students
well
in
school,
they
should
be
well
prepared
for
it
for
the
exam,
and
we
are
we.
N
If
the
test,
as
we
look
forward
to
a
test,
we
would
be
then
looking
at
what
does
that
mean
for
esi
and
how
esi
would
actually
have
to
shift.
H
N
Yeah
so
we
usually
start
our
process
in
the
spring
of
each
year
in
preparation
for
the
coming
school
year,
so
I
would
expect
that
that
would
be
the
the
same
timeline
again.
We
would.
We
were
planning
on
doing
school-based
testing
to
support
all
bps
students,
so
I
would
expect
that
to
be
the
same
as
well.
N
A
Thank
you,
councillor
wu,
and
I
thank
you
chief
roberts
and
miss
garrett
for
your
time
today.
I
do
know
that
you
have
to
jump
off
kerry,
I'd
like
to
bring
in
the
next
panel
and
we'll
continue
with
questions
to
the
next
panel
and
because
we
are
losing
chief
roberts
and
miss
carrick.
A
I
would
I
would
ask
that
colleagues
submit
their
questions
to
me
and
to
the
makers
if
you'd
like,
but
to
me,
and
we
will
make
sure
to
follow
up
with
those
questions
to
on
the
school
department
through
chief
robert
chief
roberts
office,
to
get
answers
to
those
questions,
because
I
have
a
few
myself
and
we'll
just
compile
them
and
add
them
to
the
list.
So
I'm
gonna
thank
the
two
of
you.
We're
gonna
bring
in
the
second
panel
and
go
from.
A
So
we
do
have
panel
number
two
that
includes
one
of
our
great
students
here
in
boston.
Who
will
I'm
just
gonna
make
sure
that
I
get
to
my
my
right
note.
So
I
introduced
the
the
panel
appropriately.
A
So
next
we
have
zoe
nagasava
who's,
a
senior
at
boston,
latin
school
as
well
as
ashley
carey,
who's,
a
phd
student
at
the
university
of
massachusetts
at
lowell.
They
have
a
presentation
to
share
with
us,
and
then
we
will
go
back
through
our
questions.
So
zoe
I'm
going
to
turn
this
over
to
you.
I
don't
know
if
peter
is
with
you
as
well
he's
not
on
my
list.
If
he
is.
P
Hi
everyone
thank
you
for
having
us
as
a
panelist
this
evening.
My
name
is
ashley
carey
and
I'm
a
phd
student
at
umass
lowell,
my
co-presenter
zoe
nagasawa
is
a
senior
at
boston,
latin
and
she
was
placed
at
cce
this
summer.
Through
the
cvac
fellowship
program
tonight
we
will
be
presenting
the
cliff
notes
version
of
our
research
report
on
strategies
for
creating
racial
equity
in
boston's
exam
schools.
Our
third
co-author
peter
piazza,
regrettably
can't
make
it
this
evening
due
to
a
family
engagement.
P
P
Black
and
latinx
students
comprise
only
7.6
percent
and
13.3
percent
of
boston
latin
school
during
the
2019-2020
school
year
compared
to
30
percent
and
42.2
percent
of
citywide
enrollment
bls
contributes
the
most
to
school
segregation
in
boston
by
a
long
shot.
Even
though
we
are
focusing
on
bls,
the
composition
of
one
school
affects
segregation.
District-Wide.
P
You
can
see
that
illustrated
in
the
screenshot
from
the
urban
institute
on
the
right.
This
is
an
online
tool
created
by
urban
institute.
That
allows
you
to
see
how
much
any
single
school
contributes
to
segregation
in
the
district
as
a
whole.
A
taller
line
on
the
graph
denotes
a
greater
contribute
contribution
to
segregation.
District-Wide,
the
pink
balloon
and
tallest
line
is
bls.
P
The
problem
is
racial
and
equity
in
bps
exam
school
admissions,
which
is
caused
by
a
citywide
competition
for
exam
school
seats
that
disadvantages
black
and
latinx
students
and
low-income
students.
Our
solution
is
to
create
a
level
playing
field
by
considering
socioeconomic
status
and
exam
school
admissions.
P
In
our
report,
we
identify
two
alternative
systems
for
exam
school
admissions
option.
One
is
neighborhood-based
admission
option
two
is
school-based
admission
tonight
we
will
focus
on
option
one
option:
one
operates
on
socioeconomic
tiers.
This
system
is
loosely
based
on
chicago's
model
for
selective
high
school
admissions.
We
recommend
the
following
for
usage
in
boston.
P
Each
boston
census
tract
is
assigned
a
socio-economic
index
according
to
factors
such
as
mean
family
income
and
the
percentage
of
single-family
homes.
Census
tracts
are
organized
into
four
tiers.
According
to
their
ses
index,
each
with
roughly
the
same
number
of
school-age
children,
for
instance
tier
one,
would
contain
the
lowest
ses
census
tracts
tier
four
would
contain
the
highest
students
only
compete
against
peers
in
their
ses
tier,
as
opposed
to
competing
against
all
students
in
the
city
of
boston.
P
The
top
25
percent
of
students
from
each
tier
are
offered
admissions
to
bps
exam
schools.
The
image
on
the
right
maps
out
the
tier
system
in
chicago
note
that
the
tiers
are
not
geographically
contiguous,
which
allows
for
greater
flexibility
in
how
the
socioeconomic
tiers
are
set
up
chicago,
also
refreshes,
the
tiers
each
year
to
capture
demographic
shifts.
P
A
common
question
or
critique
that
comes
up
with
this
system
is
what
about
low-income
students
in
high-income
neighborhoods
chicago
has
a
workaround
for
this
up
to
five
percent
of
seats
at
each
restricted,
enrollment
school
is
reserved
for
principal
discretion.
Students
from
low-income
families
and
gentrifying
communities
can
apply
directly
with
a
personal
essay.
P
Finally,
and
most
importantly,
we
cannot
talk
about
increasing
the
representation
of
black
and
latinx
students
at
bls,
without
also
addressing
their
experiences
at
school,
because
the
admission
system
is
based
on
student
preference.
Schools
need
to
create
a
welcoming
culture
where
students
will
opt,
understandably,
not
to
attend
those
schools.
A
Q
Q
One
student
as
referenced
in
the
quote
to
the
right
identify
the
dichotomy
between
the
school's
mission,
around
social
justice
and
the
real
actions
of
some
of
the
students
in
this
environment.
Black
and
latin
next
students
often
feel
isolated
and
unwelcome
interviewees
identified
the
root
cause
of
that
problem.
As
the
competitive
and
individualistic
school
culture,
which
has
long
been
defined
by
white
supremacy
culture.
P
Thank
you,
everyone,
that's
what
we
have
for
our
presentation.
We
also
have
our
contact
info
here.
If
you
want
to
reach
out
with
any
questions
later
that
aren't
answered
this
evening.
A
Ashley
and
zoe.
Thank
you
very
much
and
thank
you
to
peter
who
wasn't
able
to
join
us
for
his
contributions
to
this
colleagues
and
again
and
from
the
lead
sponsors
and
then
in
order
of
arrival.
A
C
Am
I
unmuted
yes,
first
and
foremost,
thank
you
so
much
for
for
conducting
this
study
for
bringing
us
this
data
and
for
presenting
here
today.
You
know,
unfortunately,
the
experiences
that
you
documented
on
page
10
of
this
report
are
well
known
to
me.
I
attended
the
john
d
o'brien.
C
I
had
friends
growing
up
and
peers
who
went
to
dna
and
bls
and
have
given
me
sort
of
these
horror
stories
of
experiences
that
they've
had
that
nobody
deserves
in
any
place,
but
certainly
not
in
those
that
we
hold
up
so
high
as
bls,
and
so
my
question
to
you
all
because
you're
you
know,
I
think
the
title
of
your
report
was
uneven
ground
and
I
think
that's
really
the
root
of
what
we're
all
trying
to
get
to
here,
which
is
the
process
for
allowing
people
into
these
schools
is
uneven,
and
so,
as
we
talk
about
that,
was
there
any
specific
model
that
you
saw
that
you
believed
was
a
better
model
overall
out
of
these
multiple
models
that
you
saw
and
also
just
from
a
personal
aspect.
P
Can
go
first
and
then
I'll,
let
zoe
chime
in
on
her
personal
perspective
on
whether
or
not
to
use
an
exam.
So
personally,
I
as
an
individual,
recognize
the
issues
with
standardized
examinations
and
how
they
correlate
with
student
demography,
and
I
hope
that
someday
we
won't
be
using
exams.
P
I
think
the
chicago
method
could
work
in
boston.
It's
not
perfect.
I
don't
think
it
would
get
us
all
of
the
way
there,
but
it
would
certainly
be
a
marked
increase
in
terms
of
representation
racially
in
the
exam
schools
from
what
we
have
zoe.
Do
you
want
to
chime
in
either
on
the
report
or
your
personal
perspective
on
the
exam
sure.
Q
I
will
say
that,
out
of
all
of
the
systems
that
we
looked
at,
I
don't
believe
that
any
other
cities
in
the
us
with
selective
admission
schools,
have
a
process
that
does
not
include
a
standardized
test,
but
that
the
chicago
system
does
have
the
most
representative
demographics
in
their
selective
schools
that
matches
the
demographics
of
their
city.
Q
I
think,
in
my
own
opinion,
I
think
it
can
be
and
should
be
possible,
that
selective
admission
schools
are
fair
and
based
not
on
a
standardized
test,
but
again
I
I
did
not
find
any
examples
that
already
exist
and
I'm
not
sure
how
feasible
that
would
be
in
boston
at
this
moment,
especially
since,
as
ashley
said,
a
lot
of
the
people
who
we
interviewed,
including
black
and
latinx
students
at
the
exam
schools,
are
not
necessarily
in
support
of
removing
the
test.
C
And
to
be
clear
just
on
what
you
you
said
specifically,
you
spoke
to
like
your
your
group,
that
you
were
speaking
to
or
students
who
had
already
taken
the
exam
and
were
part
of
these
exam
communities,
and
they
they
thought
the
exam
made
sense
for
that
yes
got
it
in
terms
of-
and
this
is
my
final
question
on
this
part
of
it
in
terms
of
the
way
that
bps
currently
has
planned,
and
obviously
we
have
a
one
year
pause
due
to
the
pandemic
right.
So
I'm
talking
about
more
long
term.
C
The
way
that
bps
currently
has
it,
where
is
a
50
gpa,
50
percent
exam
based
ex
process?
In
your
personal
opinion,
based
on
the
research
you've
done
based
on
what
you
know,
is
that
something
that
is
going
to
lead
to
racial
equity
issues,
down
the
line
and
more
of
these
social
economic
equity
issues
if
it
remains
50
a
test
50
just
straight
gpa.
P
C
Thank
you,
that's
that's
it
and
I
think
your
report
speaks
for
itself
in
terms
of
what
you
had
for
some
suggestions,
so
I
won't
ask
any
questions
there,
but
thank
you
very
much
to
both
of
you.
Thank.
F
Sorry
come
sapi
george.
I
I
also
wanted
to
let
my
co-sponsors
know
that
I
squeezed
this
particular
situation
when
we
were
trying
to
figure
out
the
date,
and
I
said
I
was
going
to
be
making
this
work.
I'm
just
curious
and
I'll
be
holding
my
questions
so
that
I
can
move
this
along
as
fast
as
I
can,
but
I
I
do
have
a
hard
stop.
I'm
just
curious
about
what
the
process
looks
like
how
many
people
we
have
lined
up
and
how
many
more
questions
we
have
to
go.
A
Sorry,
the
you
as
the
lead
sponsors
have
four
panels
all
together.
This
is
a
second
panel
as
well
as
public
testimony.
F
I
will
be
jumping
in
and
out
of
this
conversation
at
some
point,
so
I'm
just
getting
my
colleagues
ahead
up
in
regards
to
the
scheduling
I
tried
to
be
as.
F
Do
can
you
talk
about
the
process
of
chicago
use
getting
to
their
exam
yeah
we'll
get
to
that,
and
what
can
we
learn
from
other
cities.
P
Okay,
so
chicago
uses
student
grades
and
exam
scores
and
those
are
sort
of
the
inputs
into
their
system
and
then
the
system
itself?
P
P
By
their
census
tract
so
that
is
designed
so
that
students
who
live
in
predominantly
black
or
latinx
communities
aren't
having
to
compete
against
students
in
other
neighborhoods
in
chicago.
H
Thank
you,
madam
chair,
and
thank
you
to
both
the
presenters
for
your
work
and
for
being
with
us
tonight.
I'm
curious
to
think
about
how
you
think
the
city
should
be
approaching
this
year's.
You
know
sort
of
immediate
change
and
how
that
should
affect
how
we
think
about
future
years.
What
kind
of
data
should
the
city
be
really
intentional
about
making
sure
we
are
measuring?
H
P
I
think
it's
really
difficult
in
a
one-year
time
span
to
see
how
things
will
change,
especially
in
terms
of
school
culture,
but
I
think
it
would
obviously
be
important
to
see
how
the
demographics
shift
with
the
proposal,
but
I
do
think
that
school
culture
is
such
a
large
portion
of
this
and
that's
not
something
that
we
can
sort
of
just
come
up
with
a
new
system
and
hope
for
the
best,
and
it's
going
to
take
a
lot
of
purposeful
work.
I'm
also
going
to
let
zoe
chime
in.
I
don't
know.
H
And
then
my
other
question
is
on
you
know
we,
you
teased
us
with
the
multiple
options
at
the
beginning
and
then
only
went
through
one
of
them
here.
Is
there
anything
that
you
would
say
relative
to
the
school-based
admission?
P
Certainly
so
boston
is
tricky
because
we
have
such
a
large
proportion
of
exam
school
students
coming
from
private
schools.
So
a
lot
of
the
systems
that
are
used
in
other
school
districts
rely
on
taking
a
top
percentage
of
performers
from
each
elementary
school,
for
instance,
but
that
sort
of
a
system
doesn't
allow
for.
P
P
P
Q
Yeah,
I
think
I
would
like
to
know
that
some
proposals
that
the
boston
branch
of
the
naacp
did
prefer
the
school-based
admission
system
over
the
neighborhood
based
admission
system,
but
that
during
our
own
interviews,
we
did
find
that
the
neighborhood-based
admission
system
was
more
popular
in
the
33
people
that
we
interviewed.
Q
I
think
it's
important
to
me
to
re-emphasize
student
voice
in
these
proceedings,
so
as
this
body
moves
forward
and
as
the
decision
about
exam
school
admissions
in
general
moves
forward,
I
think
it
is
important
to
get
input
from
students
who
attend
the
exam
schools,
as
well
as
students
who
do
not
attend
the
exam
schools
to
get
a
comprehensive.
A
I
have
one
quick
question
when
we
look
when
you
look
through
your
work
and
congratulations
on
this
work,
it's
very
impressive
and
very
thorough.
Did
you
look
at
the
impact
in
say
chicago,
for
example,
on
perhaps
other
selective
admission
type
schools
that
didn't
use
exams?
We
have
a
number
of
schools
in
the
city
of
boston
that
are
application
based,
but
not
necessarily
test
based
or
exam-based,
and
I'm
curious
about
their
impact
on
on
enrollment
and
invitation
versus
enrollment,
because
there
are
some
discrepancies
between
invitation
versus
enrollment
as
well
at
selective
schools.
P
I'm
sorry,
I
just
want
to
make
sure
I'm
understanding
the
question.
So
are
you
asking
about
the
difference
between
processes
where
someone
has
to
sort
of
seek
it
out
versus
just
inviting
students
like
a
certain
subset
of
students
to
apply.
A
Well,
that's
actually,
that's
an
also
an
interesting
question.
Different
from
what
I'm
asking.
We
have
a
number
of
schools
in
boston
that
are
application
based
so
similar
to
the
exam
you
do
have
to
an
exam
school.
You
do
have
to
be
there's
a
level
of
proactiveness
into
applying
for
those
schools
and
whether
it's
family
based
or
school,
based
pushing
a
student
to
to
make
that
application.
A
I'm
curious
about
the
impact
those
schools
have
in
this
in
sort
of
this
pro
like
how
does
it
impact
all
of
it
when
we
think
about
because
in
boston
we
have,
I
think,
several
layers
of
types
of
schools.
We
have
exam
schools,
and
you
know
the
three
that
we're
talking
about
today.
We
have
admission,
also
selected
schools
through
an
admissions
process,
each
of
those
schools.
A
That
process
varies
slightly
and
what
the
the
credentials
are
for
admission,
and
then
we
have
what
we
consider
open
enrollment
schools
and
they
are
the
the
processes,
the
process
to
enter
into
any
one
of
those
schools,
whether
it's
through
application
or
accepting
of
invitation
once
an
application
or
a
test
has
been
taken.
All
of
that,
all
of
those
components
impact
each
other
and
I'm
curious
if
there
was
any
study
to
the
role
of
non-exam.
P
A
That's
something
that
I
I
will
ask
the
district
to,
because
they
have
that
data
here
in
boston,
sort
of
where
our
kids
go.
We
don't
always
understand
fully
the
why
certain
students
and
families
select
or
accept
an
invitation
to
schools,
because
there's
there's
also
a
disconnect,
even
through
the
exam
schools,
with
the
with
the
invitation
to
attend,
goes
out
and
why
some
students
choose
not
to
attend
and
that's
an
interesting
study.
A
I
think
it's
an
important
study
to
understand
that
part
of
the
reason,
I
think,
is
some
of
the
cultural,
the
the
culture,
the
experiences
within
the
school
culture
that
impact,
whether
or
not
a
student
decides
to
accept
an
invitation
to
a
particular
school,
also
the
perception
of
whether
it's,
whether
it's
the
best
school
or
it's,
the
second
ranked
school
or
the
third
ranked
school.
Through
those
conversations.
A
Do
any
of
our.
My
colleagues
have
any
additional
questions
for
zoe
and
ashley.
Before
we
move
on
to
panel
three,
I
see
counselor
braden
and
then
we'll
go
back
to
counselor
royal
council
braden.
Yes,.
J
Thank
you.
I'd
like
to
drill
down
a
little
more
on
the
on
the
issue
of
the
private
school,
disproportionate
representation
of
of
private
students
coming
in
from
private
schools.
P
The
percentage,
if
I
remember
correctly
in
chicago
it's
much
lower
than
it
is
in
boston
chicago,
also,
is
in
a
little
bit
different
of
a
position,
because
geographically
chicago
is
quite
large
compared
to
boston,
which
is
much
more
condensed
so
in
chicago.
P
J
Is
there
any
model
for
waiting
that
would
give
give
a
preference
to
students
who
have
come
up
through
the
bps
system
rather
than
or
leaving
like
it's?
It's
such
a
huge
number.
Is
there
a
way
to
wait
that
that
students
who
come
up
through
the
bps
system
would
be
given
a
waiting
percentage
on
a
test
or
or
something
like
it
just
seems,
yeah.
P
So
there's
two
ways
to
deal
with
that:
the
first
is
to
allow
a
certain
percentage
of
seats
to
be
open
or
open
enrollment.
They
can
sort
of
go
to
anybody
and
then
to
reserve
a
certain
number
of
seats
for
students
that
attend
the
public
schools
within
the
district.
So
maybe
you
say,
30
percent
of
seats
go
to
anybody,
regardless
of
where
you
attended
school
and
then
the
remaining
percentage
are
based
on
the
state
exam
like
the
mcas,
so
that
would
limit
who
is
able
to
fill
those
other
seats.
Zoe.
P
Do
you
recall
any
systems
that
used
waiting?
I
saw
you
nodding
your
head,
so
you
might
be
thinking
of
something
else.
Q
No,
we
didn't
find
any
specific
examples
of
districts
that
used
waiting,
but
it
was
something
that
we
thought
about
as
we
wrote
this
report
and
some
suggestions
included,
as
you
said,
adding
a
couple
of
percentage
points,
weight
to
test
scores
or
gpa,
but
no
there
were
no
concrete
examples
of
any
district
doing
that
that
we
found.
C
Thank
you
very
much,
and
I
just
have
one
follow-up
question.
I
know
you
looked
at
selective
admission
schools
in
specific
cities,
but
one
of
the
models
that
I've
always
looked
at
as
a
potential
model
for
boston
is
the
the
university
of
texas
model,
which
is
legislated
where
it's
the
top
10
rule
that
they
have,
where
top
top
percentages
of
every
high
school,
private
or
public
in
the
state
of
texas,
have
a
automatic
admission
process.
I
think
there's
a
couple
other
pieces
to
it,
but
it's
basically
top
10
percent.
K
C
The
university
of
texas
austin,
which
is
the
flagship,
and
so,
if
you're
in
the
top
seven
percent
or
six
percent,
then
you
might
have
automatic
emission
there.
If
you're
in
the
top
six
to
ten,
you
might
have
automatic
admission
to
another
one,
but
it
it
is
spread
out
across
privates
and
publics.
It
sort
of
seems
to
me
if
we
did
something
similar
in
bps.
If
we
did
something
where
every
bps
school
had
a
certain
percentage
of
their
top
learners.
C
Given
specific
automatic
admission
to
these
schools,
we
would
deal
with
a
lot
of
the
socio-economic
issues
we
would
deal
with
a
lot
of
the
racial
and
equity
issues.
Was
there
any
analysis
of,
because
I
see
you
nodding
both
that
you're
aware
of
the
system
in
texas?
Was
there
any
analysis
of
that
kind
of
system
being
used
in
the
city
of
boston,
specifically
for
our.
P
Examples
I'm
trying
to
think
zoey.
When
we
were,
we
only
looked
at
the
the
census
tract
tiers
correct.
Did
we
look
into
elementary
schools?
I
can't
remember
if
we
started
trying
to
analyze
that
so.
Q
Yes,
we
did
try
to
analyze
the
data,
but
because
a
lot
of
it
is
not
publicly
available,
we
weren't
able
to
complete
a
simulation
that
fully
told
us
what
would
happen
if
we
used
a
top
percentage
from
each
school
model.
P
We're
happy
to
share
the
start.
We
did.
We
started
trying
to
replicate
a
few
different
things
using
boston
public
school
data,
but
obviously
we
don't
have
access
to
some
things
that
are
shielded
from
the
public,
but
we're
happy
to
share
google
files.
If
you'd
find
that
helpful.
C
Thank
you,
yeah,
and
all
of
that's
helpful.
Just
thank
you
again
for
your
time
and
for
the
work
that
you've
done.
I've
always
found
the
university
of
texas
system
interesting
for
these
kinds
of
issues,
and
it's
it's
not.
You
know
it's
less
complicated
in
some
ways
than
some
of
these
other
ones
that
do
a
lot
of
different
algorithms,
and
I
think
that's
really.
A
Thank
you.
Thank
you,
council
arroyo.
Does
anyone
else
have
questions
for
ashley
or
zoe?
I
do
want
to
note
that
I
I
am
as
we
move.
I'm
sorry,
council
campbell
does
have
questions.
I
want
to
know
to
participants
who
are
raising
their
hands
in
the
participant
folder.
We
are
not
arriving
to
public
testimony
yet
so,
if
you've
got
something
burning
that
you
need
to
share,
feel
free
to
email
me
at
a.e.george,
boston.gov,
accounts
or
campbell,
and
then
we'll
move
to
panel
three
councilor
campbell.
G
You,
madam
chair,
and
and
thank
you
to
both
of
you
for
the
report,
it's
extremely
helpful
and
it
adds
to
the
long
list
of
ideas
on
the
table
with
respect
to
transforming
this
system.
So
thank
you.
I
wanted
to
just
quickly
go
back
to
the
cultural
piece
which
I
appreciated.
You
raising
up
in
your
presentation,
particularly
and
the
importance
of
student
voice
in
this,
and
I
think
in
in
some
conversations
are
at
some
tables.
That
piece
is
often
lost
of
how
significant
it
is.
G
So
I'm
curious-
and
maybe
I
miss
this-
what
are
more
specific
things
we
could
do
as
a
district,
for
example,
to
support
school
leaders.
I
know
miss
carrick
was
on
here
obviously,
and
she
does
her
best
in
in
in
sometimes
in
a
very
difficult
environment.
Frankly,
when
she's
trying
to
push
equity
in
making
decisions
through
an
equity
lens,
but
how
we
might
support
leaders
and
teachers
in
students
when
they're
attempting
to
shift
culture
in
many
of
these
exam
schools
to
maintain
retention
not
only
of
the
student
body
but
also
of
the
staff.
P
I
mean,
I
think,
the
number
one
item
on
the
list
of
recommendations
from
the
students
we
spoke
to
was
increasing
the
number
of
black
and
latin
faculty
latinx
faculty.
Rather
so
I
think
any
way
that
the
district
can
help
schools
to
actively
recruit
black
and
latinx
faculty
and
then
to
retain
black
and
latinx
faculty
would
certainly
be
one
good
way
to
start
addressing
that.
The
issue
of
culture.
Q
To
add
to
that,
a
lot
of
the
students
that
I
spoke
to
were
frustrated
sometimes
about
the
lack
of
transparency
that
they
get
from
the
district,
and
that's
something
that
I'd
like
to
emphasize
on
their
behalf.
Just
ask
for
more
transparency
as
processes
that
affect
our
education
move
forward.
G
A
Thank
you
councillor
campbell
and
I
think
that's
it
for
ashley
and
zoe.
Thank
you
very
much
for
your
presentation,
your
work
and
zoe.
Thank
you
very
much
and
congratulations
on
on
not
just
pulling
this
together
and
doing
this
work,
but
very
thoughtfully
and
thoroughly
and
impressively
presenting
it
here
before
the
boston
city
council.
A
Thank
you,
zoe.
Next
we're
going
to
go
to
our
third
panel
and
that
includes
tanisha
sullivan
president
of
the
maacp
boston
branch
naacp
and
lauren
sampson,
who
is
the
staff
attorney
for
the
lawyers
for
civil
rights
and
ruby
reyes,
director
of
the
boston
education,
justice
alliance,
also
known
as
beija?
Thank
you
for
joining
us
and
I
know
also
a
number
of
you
were
on
late
last
evening.
A
So
I
do
appreciate
you
coming
back
for
another
round
today,
I'm
not
sure
who
we'll
start
with,
but
ms
sullivan,
you
are
first
on
my
list.
So
I'm
going
to
start
with
you.
It's.
O
Great
wonderful,
thank
you,
chair
asabi
george.
Thank
you
for
this
opportunity.
Thank
you
to
the
co-sponsors
of
this
particular
hearing
council
arroyo,
councillor
mejia
and
councillor
wu.
Thank
you
to
the
rest
of
the
council
for
being
present
here
this
afternoon
or
this
evening.
O
I'd
like
to
really
just
intro
the
conversation,
because
I'm
joined
on
this
panel
by
two
partners
in
this
work.
Lawyers
for
civil
rights
represented
by
lauren,
sampson
and
basia,
represented
by
ruby
reyes.
So
I'll
just
begin
with
some
some
opening
comments
to
just
level
set
from
a
timeline
standpoint.
O
That
work
has
continued
and
you
fast
forward
to
2014
when
the
boston
public
schools
commissioned
its
opportunity
and
achievement
report,
which
was
written
in
part
by
cce.
So
it's
good
to
see
them,
of
course.
Once
again
that
really
highlighted
many
of
the
ongoing
equity
challenges
within
boston,
public
schools,
one
of
them
access
to
our
exam
schools
in
2015
black
at
bls,
really
set
our
city
ablaze
once
again
and
really
called
to
our
collective
attention.
O
O
In
2015,
the
boston
branch
really
dug
deep
in
earnest
with
many
of
our
civil
rights
and
education.
Justice
advocate
partners
to
take
an
even
closer
look
at
what
could
be
done
in
both
the
at
that
point
in
time,
current
legal
policy
and
political
climates
to
bring
about
greater
racial,
ethnic,
socio-economic
and
geographic
diversity
to
our
exam
schools.
Again,
one
of
the
many
issues
that
our
organization
focuses
on
when
it
comes
to
providing
all
children
with
access
to
a
high
quality
public
education.
O
As
part
of
that
work,
and
I'm
sure
lauren
will
talk
a
bit
about
this.
We
worked
with
lcr
aclu
mac
black
educators
alliance
of
massachusetts
to
to
research
what
the
current
at
that
point
in
time,
climate
was
across
the
the
country.
What
other
cities
and
towns
cities
and
districts
had
were
doing
at
the
time
we
produced
white
paper,
well-researched
white
paper
on
the
topic,
but,
most
importantly
and
I'd
say
notably
for
this
conversation.
O
Is
we
embarked
on
something
that
had
not
been
done
before
in
that
we
took
this
work
literally
around
our
city
and
provided
neighborhoods
from
across
our
city,
in
partnership
with
almost
20
organizations,
an
opportunity
to
learn
more
about
these
schools,
to
learn
more
about
the
admissions
process
and
to
invite
them
into
a
conversation
about
what
could
be
and
to
really
help
to
reimagine?
O
What
was
possible
for
us
and
much
of
that
work,
has
gone
into
our
ongoing
advocacy
and
has
really
served
to
bolster
our
understanding
of
not
just
what
is
done
across
the
country,
but
how
we
as
a
city,
can
lead
when
it
comes
to
really
reimagining
and
redesigning
what
admissions
can
look
like
for
students
and
also
what
supports
can
look
like
in
these
schools
to
help
ensure
that
students
are
successful,
and
so
I'm
really
happy
to
be
here.
O
Look
forward
to
the
conversation
look
forward
to
the
questions,
certainly,
as
our
city
looked
at
the
most
recent
question,
as
it
relates
to
exam
school
admissions
for
the
upcoming
school
year.
All
of
that
work.
O
All
of
that
really
experience
in
in
our
neighborhoods
and
across
the
city,
was
brought
to
bear
and
was
deeply
considered
and
again
I
heard
some
of
the
questions
come
up
in
the
last
panel
and
I
look
forward
to
talking
about
kind
of
how
we,
in
the
most
recent
history,
considered
some
of
the
options
why
we
coalesced
around
some
and
not
others,
and
really
what
we're
hoping
is
possible
as
we
move
forward.
Thank
you.
A
R
R
R
However,
in
the
previous
cycle,
10
of
the
students
invited
to
enroll
at
bls
and
20
of
those
invited
to
enroll
at
bla
were
black.
As
rason
hall
of
the
aclu
said
last
night,
black
admissions
at
boston,
latin
school
are
now
at
their
lowest
since
desegregation,
and
this
racial
disparity
is
not
for
lack
of
applications
for
the
2020
to
21.
Excuse
me
for
the
2020
to
2021
academic
year
black
and
latinx
students
made
up
32
and
36
respectively
of
all
applicants
to
the
exam
schools.
White
students
constituted
only
18
of
all
applicants.
R
However,
white
students
represent
48
percent
of
all
innovatees
to
bls
and
35
percent
of
all
invitees
to
bla.
We
know,
too,
that
certain
neighborhoods
are
over-represented,
particularly
in
invitations
to
boston,
latin
school.
For
example,
only
six
percent
of
all
exam
school
applicants
reside
in
west
roxbury,
a
community
that
has
only
7
115
children.
Under
the
age
of
18.,
however,
17
of
all
students
invited
to
boston
latin
school
live
just
in
west
roxbury.
R
R
White
students
made
up
nearly
a
quarter
of
all
students
in
the
exam
school
initiative
in
2019,
a
program
that
was
managed
by
bps
to
increase
diversity
in
the
three
exam
schools.
Even
though
white
students
constituted
only
14.9
percent
of
bps
students
in
2019
to
2020.,
by
contrast,
black
and
lot
latinx
children
who
represent
30
percent
and
42.4
percent
of
all
bps
students,
respectively,
made
up
only
22
and
34
of
that
year's
exam
school
initiative
class.
R
The
pandemic
has,
of
course,
forced
us
to
acknowledge
that
children
attending
different
schools
within
bps
have
very
different
educational
experiences.
We
now
have
an
opportunity
to
consider
something
different.
I
note,
for
example,
that
the
recent
revelation
that
a
database
error
had
excluded
qualified
students
from
bps
and
had
admitted
students
who,
by
bps's
own
formula,
should
not
have
received
an
invitation
posed
significant
questions
about
whether
or
not
the
bps
admissions
process
was
arbitrary
and
disconnected
from
student
success.
R
Finally,
I
want
to
note
that
lcr
submitted
a
public
records
address
to
try
and
get
information
about
nwea
and
the
assessment
standards.
We
have
posted
all
of
these
documents
on
our
website
and
we
encourage
the
public
to
look
through
them.
I
want
to
draw
attention
to
one
in
particular
the
committee
comparative
evaluations
that
look
at
the
different
proposals
that
were
submitted
and
consider
them.
There
are
a
number
of
concerns
raised
with
regard
to
nwea
in
particular,
considering
whether
or
not
the
test
is
most
advantageous
for
the
actual
purpose
for
which
it's
being
used.
R
Keeping
in
mind
concerns
about
the
dual
purpose
of
the
test.
For
the
district,
the
lack
of
a
paper-based
test
option
and
the
fact
that
map
growth
can't
be
used
can't
be
the
sole
measure
such
that
bps
may
continue
to
need
to
use
grades,
which,
as
we've
demonstrated
in
multiple
reports
over
the
year,
are
not
exactly
measured
evenly
between
the
various
kinds
of
schools
that
children
attend
before
coming
to
the
exam
schools.
R
A
Thank
you
very
much
lauren,
and
then
we
have
ruby,
sorry
ruby's
with
us
this
evening.
It's
been
a
long.
It
was
a
long
night
and
a
long
day.
Ruby!
Sorry
about
that
happy
to
have
you
and
last
but
not
least,
for
this
panel.
Ruby
reyes
welcome.
S
Ruby
thank
you
and
thank
you
again
for
organizing
this
hearing
and
thank
you
for
my
fellow
panelists
and
the
panelists
that
were
went
before
I.
My
name
is
ruby
reyes,
I'm
the
director
of
the
boston
education,
justice
alliance.
We
are
an
advocacy
group
that
brings
parents,
students
and
teachers
together,
bayesia
supported
and
continues
to
support
the
recommendations
of
both
exam
school
working
group
recommendations
to
forego
this
year's
exam
passed
last
night
at
the
school
committee.
S
Meeting
beijia
also
supports
a
phase-out
approach
to
the
exam
school
model
and
asks
that
all
high
stake
testing
be
done
away
with,
including
the
mcas.
The
mcas
currently
impacts
hundreds
of
thousands
of
students
across
massachusetts,
which
creates
a
culture
of
prioritizing
testing
rather
than
learning.
The
reason
I
share
this
is
because
we
think
about,
as
we
think,
about
the
impact
of
high
stakes
testing
like
the
mcas
and
exam
school
testing.
These
exams
create
an
insidious,
competitive
school
culture
and
scarcity
of
resources.
S
The
impact
of
this
is
most
evident
in
the
distribution
of
resources
and
school
budgets.
Every
year
baysia
comes
to
you
as
a
city
council,
to
ask
for
your
support
and
pushing
the
mayor
to
create
a
bps
budget
that
accurately
reflects
inflation
and
the
needs
of
our
students,
families
and
aging
buildings.
In
last
year's
budget,
we
saw
a
larger
than
two
percent
usual
increase
that
still
left
school
communities
with
gaps.
The
reality
is
this
competition
and
scarcity.
Culture
and
budget
funding
makes
it
so
that
all
students
and
all
school
communities
do
not
get
what
they
need.
S
The
process
identifies
schools
as
different
levels
based
on
their
mcas
scores,
which
further
perpetuates
school
funding,
cuts
and
schools
are
labeled
as
good
or
bad.
This
directly
impacts,
enrollment
and
then
school
budgets.
School
communities
then
get
labeled
as
failing
or
as
a
feeder
school
for
the
exam
schools.
S
Bayesia
supports,
creating
equitable
schools
and
resources
for
all
students
to
experience
a
high
quality
education.
The
reality
is
that
the
current
process
does
not
address
multi-faceted
learning.
A
student
can
have
special
needs
areas
of
growth
and
areas
where
they
excel,
but
this
process
does
not
recognize
and
build
on
a
student's
skills,
strengths
and
assets.
S
The
process
needs
to
shift
to
create
multi-faceted
learning
ecosystems
within
each
school.
So
if
a
student
needs
additional
support
in
a
particular
area,
they
can
receive
it.
In
addition,
if
a
child
is
in
need
of
more
advanced
work,
they
should
also
be
receiving
more
challenging
work
in
that
particular
area
when
young
people
are
not
challenged
or
struggle,
they
become
frustrated
and
act
out
which
often
leads
to
increased
increased
disciplining,
rather
than
addressing
the
need
for
this
type
of
multifaceted
teaching,
learning
and
schools.
S
According
to
this,
the
state
department
of
elementary
and
secondary
education,
the
three
exam
schools
educate,
approximately
5
800
students
or
11
percent
of
bps.
They
have
44
english
language
learner
students
which
represents
0.2
percent
of
ell
students
and
199
special
ed
students
or
one
percent
of
bps's
special
ed
students.
This
statistics
underscores
another
layer
of
exam
school
inequity
in
that
ell
and
special
ed
students
are
systematically
excluded
from
the
three
exam
schools.
I
would
be
remiss
if
I
did
not
share
that.
S
G
Thank
you,
ruby
and,
of
course
thank
you
to
the
rest
of
the
panelists
councilor
sabe
george
had
to
take
a
break
and
his
vice
chair
I
wanted
to
take
over
for
her.
I'm
going
to
council
mejia
before
council
arroyo,
so
councilman
here
you
have
the
floor
and
then
council
arroyo
is
next.
Thank.
F
You
thank
you
because
we're
all
trying
to
make
accommodations
to
fit
the
sketch
this
thing
in
here,
just
because,
but
I'm
happy
to
see
my
people
up
in
the
space,
as
always
out
here,
doing
the
work
fighting
for
our
people.
So
I'm
loving
everything
that
you're
saying-
and
I
endorse
every
single
word
that
came
out
of
all
three
of
y'all
okay,
so
I'm
here
for
all
of
it,
but
I
do
have
a
very
specific
question
for
ruby
when
you
talk
about
phase
out
model
of
the
exam.
S
I
think
it's
about,
first,
starting
with
equity
in
school
budgets.
We
know
that
currently,
some
schools
have
more
than
others,
and
we
know
that
there
are
systematic
needs
that
are
not
being
addressed
in
each
and
every
school.
And
so
what
a
phase-out
would
look
like
would
include
a
real
investment
in
our
public
education
system,
that
is,
that
has
been
largely
built
on
over
20
years
of
insufficient
increases
in
funding,
not
just
at
the
state
level,
but
at
the
city
level.
S
So
usually,
our
mayor
increases
the
school
budget
by
two
percent,
which
doesn't
even
meet
inflation
costs
in
part,
because
there
has
been
an
inadequate
school
funding
formula
at
the
state
level,
which
has
stolen,
which
has
diminished,
which
has
created
an
opportunity
gap
and
an
opportunity
debt
for
public
schools
across
the
state.
And
so
we
we
fought
for
that
legislation.
S
It
passed
last
year
unanimously
the
student
opportunity
act,
but
it
is
currently
also
not
being
fully
funded
in
this
year's
state
budget
and
and
so
that
gap
falls
on
boston
to
to
fill
that
gap.
And
so
you
know,
as
we
see
school
budget
cuts,
the
schools
that
are
receiving
the
largest
amount
of
cuts
are
usually
where
there
is
also
large
amounts
of
gentrification,
such
as
east
boston.
F
Thank
you.
Thank
you
for
that
ruby.
I
I
get
a
text
message
from
my
friend
tanisha
who
wants
to
answer
that
question.
You
are
more
than
welcome
to
go
ahead.
You
have
a
floor.
Thank.
O
You
I
I
want
to
build
on
what
what
ms
reyes
just
shared,
because
it
a
piece
of
this
certainly
is
budget,
but
but
I
think
one
of
the
critical
pieces
to
all
of
this
is
really
in
many
respects,
driving
down
demand
and
you
drive
down
demand
by
really
focusing
on
improved
quality
within
the
district
writ
large.
Some
of
the
data
that
was
was
resurfaced
because
I
want
to
call
out
that
so
many
advocates
I
mean
you
know,
beiji
has
been
on
this.
Lcr
has
been
on
this
for
for
years.
O
You
know:
we've
been
like
banging
at
the
door,
hello,
we've
got
a
problem,
but
some
of
the
data
that
was
resurfaced
through
this
most
recent
process
really
does
point
to
significant
deficiency,
as
it
relates
to
our
k-0
to
k-4
k-5
education.
We
must
really,
with
with
great
intentionality,
focus
on
that.
Additionally,
I
want
to
call
out
that
for
the
last
six
years,
or
so,
we've
talked
about
five
to
six
years.
O
We've
talked
about
high
school
redesign
that
came
up
again
last
night,
two
very
critical
kind
of
bookends
to
this
that
deserve
equal,
if
not
more
attention
than
what
we
saw.
What
we've
seen
put
poured
into
this
discussion
as
it
relates
to
exam
school
admissions?
F
Yep-
and
I
appreciate
that
comment
having
been
traumatized
by
working
in
the
education
space
for
a
few
years,
I
learned
a
lot
about
the
educational
inequities
that
continue
to
persist
way
before
I
even
came
onto
the
scene
and
I
think
to
lauren's
point
in
terms
of
just
even
looking
at
the
racial
breakdown
in
terms
of
what
are
black
and
brown
some
students,
where
they're
ending
up
a
lot
of
them
o'brien
has
a
high
percentage
of
black
and
brown
students
in
comparison
to
boston
latin.
F
F
What
I
said
that
when
I
keep
saying
it
before
yeah,
is
that
we
keep
having
the
wrong
conversation,
I'm
in
every
space
that
we
happen
to
be
in,
and
then
we
talk
about
where's,
the
political
will
to
address
k
through
eight,
but
where
was
where
has
that
political
will
been?
F
We
have
been
out
here
having
the
conversation,
but
our
political
leaders
have
not
wanted
to
lean
in,
and
I
think,
if
we're
really
serious
about
moving
the
needle,
I
think
that
the
exam
school
has
created
an
opportunity,
because
now
we
know
the
real
issue
here
is
that
they
don't
want
us
and
they
continue
to
try
to
lock
us
out
of
what
I'm
calling
their
schools,
and
I
just
want
to
put
that
out
there
again,
just
in
case
for
the
record
that
there's
a
lot
of
work
to
do
and
a
lot
of
restorative
and
racial
justice.
F
That
needs
to
happen
here
in
the
city
of
boston,
but
I
will
do.
I
will
give
the
rest
of
my
time
to
my
counselor
colleague,
ricardo
arroyo,
and
thank
you
all
for
your
answers.
Thank
you.
Thank
you.
Council
royale.
C
Thank
you
so
much,
and
so
I
just
want
to
be
upfront
with
y'all.
Some
of
y'all
may
have
not
seen
my
opening
and,
first
and
foremost,
thank
you
everybody
for
being
here,
especially
since
so
many
of
you
were
integral
to
what
happened
last
night,
which
is
momentous
and
historic
and
a
step,
I
believe,
in
in
the
right
direction,
for
equity
and
so
round
of
applause
for
all
y'all
on
that.
But
I
just
want
to
be
clear
about
where
I'm
at.
I
know
that
we
paused
the
exam
for
this
year.
C
I
don't
think
we
should
have
an
exam
point.
Blank
period,
that's
where
I'm
at
that's
been
my
stance,
and
so
from
that
standpoint
I
just
have
a
couple
questions:
they're,
yes
or
noish
questions.
C
O
So
what
I
would
suggest
is
last
night
we
received
testimony
from
dr
ibrahim
kendy
exquisite
testimony
in
which
he
really
did
give
us
a
master
class
in
standardized
tests
and
and
their
origins
and
their
nature
in
being
really
the
fruit
of
structural
and
systemic
racism,
and
so,
and
so
I
would
offer
to
put
that
into
the
record.
O
I
can
forward
it
to
you
so
that
it
can
be
in
to
the
record
for
this
particular
hearing,
but
it
really
does
open
up
the
conversation
about
you
know
if
we
want
to
have
a
district
that
is
advancing
anti-racist
policies,
should
we
embrace
really
a
structural
lever,
a
tool
that
has
been
well
researched
and
well
documented
as
supporting
institutionalized
racism.
O
O
That
would
the
research
would
suggest
that
all
of
these
tests
have
some
form
of
bias.
C
And
just
for
folks
who
weren't
in
attendance,
I
know
we
have
folks
listening
and
watching
who
were
not
in
attendance
yesterday.
The
letter
that
ms
sullivan
is
referencing
by
ibram
candy
was
a
master
class,
certainly
is
worth
entering
to
the
record,
and
I
will
move
to
do
that,
but
also
is
just
for
folks
who
may
not
know
this.
C
The
foundation
of
standardized
testing
comes
from
eugenics,
which
was
in
and
of
itself,
white
supremacy
and
institutionally
racist,
and
so,
as
we
sit
here
in
the
year
2020
of
our
lord
and
we
talk
about
how
we
want
to
create
more
equitable
schools.
I
have
a
difficult
time
me
just
personally
understanding
an
argument
that
says
we
know
this
was
a
tool
created
to
advance
white
supremacy.
C
We
know
that
it
is
a
tool
that
in
practice,
creates
institutional
racism
and
systemic
racism,
that
it
excludes.
People
of
color
and
people
from
lower
economic
opportunities
and
ibrahim
can
be
touched
on
this
from
opportunity,
and
it
does
so
legally
in
a
way
in
which,
if
we
did
it
just
to
do
it,
people
would
look
at
this
and
say
this
is
wild.
We
can't
do
this,
but
you
use
a
standardized
exam
created
by
eugenics
created
to
further
this.
That
does
this.
C
That
actually
does
this
kind
of
work
and
all
of
a
sudden,
it's
a
metric
of
you
know
whether
or
not
you
can
handle
regular,
whether
or
not
you're,
educationally
on
par
to
enter
into
these
exam
schools,
and
so
it
sounds
to
me,
and-
and
this
is
where
I'm
coming
from
it
sounds
to
me
like
the
most
equitable
thing
we
can
do
for
this,
for
our
system,
moving
forward
is
create
an
entrance
or
a
selection
process
that
does
not
include
standardized
testing.
Is
that
is
that
a
statement
that
any
of
you
would
disagree
with
that?
S
S
We
know
from
statistics
that
that
child
will
not
make
it
into
an
exam
school
because
they
don't
really
let
in
that
many
special
ed
students
right,
but
at
the
same
time,
this
child
needs
challenging
work
in
these
gifted
areas,
but
also
needs
support
in
these
areas
where
they
have
special
needs
and
so
meeting.
The
needs
of
children
is
in
part
not
just
addressing
exam
schools
or
tools,
but
really
thinking
about
how
culturally
boston
public
schools
is
based
on
these
types
of
exams
that
are
high
stakes
and
don't
necessarily
create
a
culture
of
learning.
C
I
agree
wholeheartedly,
and
so
just
in
terms
of
focusing
on
what
the
hearing
is
about
in
terms
of
entrance
exams
into
how
we
do
these
whole
policies,
it
sounds
like
I
don't
have
anyone
on
this
on
this
panel,
who
would
advocate
for
including
high
stakes
examinations
as
part
of
our
entrance
examination
policy,
as
it
is
currently
created
where
it's
50,
50
50
gpa,
with
the
exception
of
this
year.
C
O
And
also
with
council,
lore
attorney
arroyo.
O
As
we
testify,
listen
I
this
is
how
I'll
respond
to
the
question,
because
you're
asking
you're
asking
a
buy
you're
asking.
You
know
a
yes
or
no
you're
looking
for
a
binary
answer,
and
I
don't
believe
that
there
is
truly
one.
This
is
how
I'll
answer
the
question.
I
agree
with
ruby
in
her
testimony,
which
is
that
you
know
from
really
the
goal.
The
aspiration
should
be
to
design
a
system
where
selective
schools
are
just
non-existent.
O
All
schools
provide
the
same
level
of
rigor
that
is
now
seen
as
as
the
model.
So
that
is
the
aspiration,
and
if
that's
the
aspiration,
then
yes,
it
would
mean
that
there
are
not
assessments
used
for
admissions
into
schools
living
in
2020.
O
One
of
I
think
it's
important
to
call
out
and
lauren
can
can
comment
on
this
as
well.
I
mean
we
have
in
the
past
three
four
years
again
with
community
input
from
around
this
city
put
forth
a
number
of
recommendations
that
range
from
not
using
an
a
standardized
test,
and
I
heard
you
call
it
out
earlier
using
a
model
similar
to
texas
we've
proposed
models
similar
to
chicago
we've
proposed.
O
You
know
at
a
minimum
having
a
test
that
is
aligned
with
the
bps
curriculum.
If
you're
going
to
have
an
assessment,
have
an
assessment.
You
know
on
the
stuff
that
our
kids
are
learning
right.
There
are
many
options
for
getting
to
what
I
for
me.
Yes,
is
the
ultimate
goal
of
having
you
know
a
system
where
all
schools
truly
are
equal,
but
on
the
road
there
I
think
that
there
are
different.
I
think
that
there
are
different
paths
we
can
take
to
get
to
that
end
game.
C
And
so
I'll,
just
ask
that
question
in
the
first
round
to
try
and
to
try
and
get
into
this
and
I'll.
Let
you
respond
because
I
saw
that
you
wanted
to
respond,
but
this
will
be
my
final
question,
so
you
can
think
about
it
as
as
you
respond
to
that,
I
think
we're
in
agreement
that
there
has
to
be
an
algorithm
that
we
create
to
do
this.
C
That
creates
an
equitable
outcome,
and
I
think
the
point
that
I'm
making
is
that
examinations
have
no
place
in
equity
because
they're
they're
not
rooted
in
that
they
don't
come
from
that
and
that's
not
what
they
do.
They
actually
perpetuate
inequity,
and
so,
when
we're
talking
about
what
those
algorithms
are,
there's
many
models
for
this.
I
I
like
the
university
of
texas
one,
but
I
haven't
seen
exactly
how
that
would
play
out
in
all
kinds
of
different
ways,
and
so
there's
there's
a
lot
of
things
to
this.
C
With
all
due
respect,
I
know
ms
sullivan,
you
just
did
a
lot
of
work
on
this
the
last
six
weeks,
and
so
I
consider
you
more
of
an
expert
on
this
and
crunching
data
and
doing
those
numbers,
and
so
the
question
I
have
for
you
is
moving
forward.
What
are
the
ideal
algorithms,
if
not
in
terms
of
what
we
believe
it
should
look
like,
but
and
what
we
believe
it
should
create?
C
What
is
the
result
that
an
ideal
one
should
create
and
then
we
and
that's
it
and
then
I'm
happy
to
give
up
the
floor,
and
I
know
I
think
lauren
it
was
you
who
was
gonna
speak
up
and
I'm
sorry
that
I
cut
you
off.
So
please
do
finish
your
statement,
but
that's
it
for
me
on
this
round.
Just
what
is
the
best
way?
What
are
we
looking
to
create
with
an.
R
Thank
you
counselor
before
I
turn
it
back
over
to
tanisha
who,
as
you
pointed
out,
is
more
versed,
I
think
than
than
most
of
us
on
this
particular
topic.
I
I
want
to
stress
that,
as
tanisha
said,
we
held
a
number
of
community
meetings
over
the
past
few
years
and
if
no,
not
a
single
parent
had
brought
up
the
possibility
of
retaining
a
test
that
wouldn't
have
been
part
of
the
recommendations
we
inevitably
put
forth,
but
they
did
a
several
parents.
R
Speaking
for
myself,
I
am
purely
an
attorney
and
not
a
policy
maker.
I
don't
see
my
role
to
tell
bps
what
precisely
is
the
correct
mechanism
to
use.
I
see
that
we
have.
I
have
two
roles.
One
is
to
do
what
we
did
in
those
community
forums
which
is
make
the
people
who
have
a
stake
in
this
process.
Have
a
voice
in
this
process.
R
C
A
Thank
you,
council
arroyo.
I
apologize
for
my
brief
absence
and
I
am
back
and
with
you
for
the
duration
of
the
evening.
I
I
know
council
mejia
went
casual
royal
counselor
wu
any
questions
for
this
panel
this
evening,
hello.
H
H
I
want
to
push
a
little
bit
further
on
counselor
arroyo's
line
in
terms
of
trying
to
connect
to
the
idea
of
what
it
would
take
to
get
to
that
ultimate
place
sooner
than
later
of
not
having
to
think
about
what
is
the
you
know,
most
least,
inequitable
or
fairest
way
of
gatekeeping,
because
there
is
not
a
need
to
have
a
hunger
game
situation
across
the
district,
and
there
are
that
every
school
is
equipped
with
opportunities
supports
and
pathways
for
every
type
of
supporting
every
type
of
learning.
H
H
R
So
I
think
one
possibility-
and
I
alluded
to
this
in
my
initial
testimony-
is
that
we
already
have
students
at
the
exam
schools
who
did
not
meet
the
criteria
that
bps
identified
and
are
still
we're
still
admitted
and
by
all
accounts,
did
not
fail
and
did
not
lower
the
quality
of
the
school,
and
so
I
think,
after
a
year
in
which
we
employ
this
new
mechanism,
it's
an
opportunity
for
the
district
to
take
stock
and
say
what
happened
did.
Did
we
feel
like
the
quality
of
the
school's
diminished?
Did
we
get
fewer
applications?
R
My
guess
is
that
that
will
not
happen,
that
in
the
institutions
that
are
in
many
cases,
older
than
the
united
states,
will
not
all
of
a
sudden
lose
their
luster,
because
we
used
a
different
mechanism
for
one
year
during
a
global
pandemic,
and
I
think
that
idea,
what
is
actually
the
most
accurate
predictor
of
student
success
is
one
of
the
great
opportunities
I
see
in
this
experiment
over
the
next
year
is
what
is
what
are
we
using
to
look
at
how
students
succeed
or
fail?
What
supports
are
needed?
R
I
think
to
ruby's
point:
what
are
we
doing
to
make
sure
that
students
with
special
needs
are
being
supported
in
these
environments,
that
english
language
learners
are
being
supported
in
these
environments?
I
think
taking
this
opportunity
to
see
what
actually
is
a
good
predictor
of
student
success,
since
we
know
it
doesn't
necessarily
mean
grades
in
the
ise
is
an
opportunity
that
we
should
seize
on
this
year.
O
Yeah,
I
agree
with
that.
I
think
you
know
there
are
many
questions
that
we
should
take
the
opportunity
to
explore
over
the
next
three
to
six
months
as
a
community
and
one
of
them,
perhaps
even
cheap
among
them,
is
in
my
opinion,
you
know
what
is
the
role
of
the
selective
school
within
the
boston
public
schools?
O
What
is
it,
why
is
it
there?
Why
are
they
there?
Why
do
they
exist?
Why
do
they
really
kind
of
rise
up
in
us
such
an
emotional
response?
When
we
start
to
talk
about,
you
know
making
modifications?
O
What's
that?
What
is
that?
O
Because
I
think
what
we
might
find
is
that
we're
it's
as
much
about
the
school
and
the
academics
as
it
is
about
culture,
and
we
talk
a
lot
about
the
culture
within
the
building,
but
I
think
the
exam
schools,
the
selective
admissions
schools
in
many
respects,
speaks
to
the
culture
in
this
city
and
the
things
that
we
value
the
traditions
that
we
hold
dear,
the
things
that
we
believe
we
that
we
believe
we
need
to
protect,
and
so
I
think
that
there
is
for
us,
as
a
city,
an
opportunity
to
do
some
self-reflection
using
really
these
schools
as
a
centerpiece,
because
when
you,
you
know
there
was
a
defining
moment
on
our
working
group.
O
When
we
really
pulled
back
and
asked
this
question
around
okay.
What
is
the
standardized
test
about?
Why?
Why
do
we
feel
like
we
need
it?
What
information
is
it
giving
to
us,
and
once
we
were
able
to
as
a
group
really
explore
that
that
central
question
and
come
to
consensus
about
okay,
we
want
to
know
that
children
are
at
grade
level.
O
H
City,
okay,
I
wanna
just
I'll
just
ask
one
more:
that's
a
little
bit
more
of
a
technical
question
following
the
the
last
panel's
presentation
in
which
they
were
looking
at
different
models
in
the
very
very
short
term,
around
neighborhood,
based
or
school-based,
and
they
you
know,
pushed
the
or
had
a
really
beautiful
representation
of
the
chicago
model,
around
social,
economic,
socioeconomic
status
by
census,
tracts,
etc.
H
You
know
as
we're
thinking
about
what
again,
in
this
immediate
term,
to
get
us
to
that,
hopefully
not
long
term,
but
big
picture
vision.
H
How
do
we
think
about
what
to
measure
this
year,
in
particular,
to
evaluate
evaluate
what
the
immediate
post-pandemic
changes
should
be
to
still
keep
moving
in
that
direction?
Whether
it
is
you
know,
do
you
see
the
chicago
model
as
something
that
is
in
that
direction
is?
Was
it
something
that
was
evaluate?
You
know
chosen
as
an
alternative
or
or
sort
of
dismissed
as
an
alternative
to
this
current
proposal?
That's
been
adopted?
Are
there
other
models
that
you
think
would
be
another
step
in
that
direction?
H
If
not,
you
know
a
sort
of
wholesale,
either
or.
R
I
think
one
thing
we
have
asked
for
multiple
times
is
for
the
district
itself
to
do
some
of
these
studies.
The
district
has
access
to
data
that
no
one
else
truly
does
access
to
data
access
to
students,
access
to
teachers
and
has
continually
declined
to
even
study
the
issue.
You
know
there
have
been
working
groups
convened.
We
have
had
multiple
of
these
hearings
like,
and
the
thing
that
we
have
not
seen
from
the
district
is
a
wholesale
good
faith.
R
Analysis
of
what
the
possible
alternate
models
of
admission
are
and
what
their
impact
and
effect
would
be
and
how
workable
they
are.
We
are
talking
in
these
abstract
terms,
because
bps
has
not
done
that
work.
For
example,
you
know
we
have
talked
about,
for
example
like
a
neighborhood
model
and
in
some
of
our
sessions
with
parents
and
families.
Folks
raise
the
question
of
well.
What
does
it
mean
if
my
neighbor
has
seen
a
lot
of
school
closures
or
if
there's
been
a
lot
of
gentrification?
R
What
is
the
impact
of
that
on
how
we
we
do
like
a
top
x
percent
model?
Those
are
great
questions
and
it
makes
sense
to
study
them
in
a
boston-specific
context,
and
it
makes
sense
for
the
district
that
has
the
most
information
about
school
closures
about
school.
Demographics,
about
teacher
needs
about
marking,
about
everything
to
do
that
work,
and
we
are
certainly
here
as
partners
and
allies.
R
As
tanisha
said,
we
have
produced
our
own
reports,
but
we
cannot
replicate
what
the
district
can
do
in
terms
of
conducting
that
research,
and
this
is
an
opportunity
this
year,
as
we've
said
over
and
over
again,
is
an
opportunity
to
do
that
work
and
to
say
if
we
were
to
employ
this
model.
What
would
that
look?
Look
like
what
would
that
mean
in
the
city,
given
the
segregation
of
our
neighborhoods,
given
the
patterns
of
how
students
are
going
to
school,
given
what
we
now
know
about
racial
inequity
exposed
by
the
chronovirus?
R
O
Yeah
I
want
to
build
on
that
and
I
appreciate
lauren
you
kind
of
bringing
the
historical
perspective
into
the
space.
I
want
to
be
clear
that,
prior
to
this
year's
working
group,
there
were
at
least
two
prior
attempts
at
working
groups
within
the
district
and
in
each
of
those
instances
they
were
not
allowed
to
move
forward,
and
you
know,
and
and
in
the
moment
we
knew
what
that
was
about.
It
was
protectionist.
O
It
was
an
attempt
to
shut
down
conversation
to
prevent
progress,
and
the
historic
pattern
of
the
district
in
the
city
has
been
one
of
protection
of
the
status
quo
when
it
comes
to
these
schools.
That
said,
I
I
can
say
that
what
I've
seen
in
the
last
eight
weeks
on
this
topic
is
nearly
a
180.
O
from
the
perspective
of
the
working
group.
It
seems
as
if,
for
whatever
reason,
there
is
now
a
realization
and
an
open
realization
that
we
need
to
have
these
conversations
and
an
openness
to
have
them
and
a
willingness
to
do
something
different,
and
I
do
want
to
call
out
that
that
is
not
what
we've
seen
to
lauren's
point
it
has
been.
You
know:
we've
got
to
file
a
foia
to
get
any
information.
That's
not!
That
has
not
been
the
last
eight
weeks,
so
it's
my
hope
that
that
continues
going
forward.
O
Now
to
the
question
about
different
models,
I
think
it's
important
to
understand
the
boston,
public
school,
the
boston,
the
city
of
boston,
context
and
understand
that-
and
I
think
so
it
may
have
been
mentioned
on
the
last
panel
as
well,
that
our
district
is
unique
because
our
students
have
so
many
options
in
terms
of
where
they
go
to
school.
You
know
private
schools,
parochial
schools,
metco
charter,
bps,
homeschool,
like
it
runs
the
gamut,
and
so
when
we
think
about
a
model
across
the
anywhere
in
the
country
that
we
can
kind
of
adopt.
O
There's
no
other
city
like
our
city
on
this
particular
issue,
and
so
what
we
have
found
from
a
policy
standpoint
in
looking
at
these
issues
at
this
particular
issue
is
an
opportunity
to
really
create
from
the
best
some
of
the
best
of
what
we're
seeing
in
other
parts
of
the
country.
So
to
that
point,
the
the
texas
model
is
one
that
personally
I
like
that
model.
I
do
believe
that
there's
a
way
that
we
could
do
it.
I
do
believe
that
there's
an
opportunity
to
again.
O
O
You
know,
I
do
think,
there's
an
opportunity
to
think
about
how
you
know
the
top
10
or
15
of
students
from
any
school.
You
know
it
doesn't
have
to
be
a
bps
school.
You
know.
If
you
apply
to
you,
know
one
of
these
schools
and
you
are
ranked
within
the
top
10
percent
of
your
sending
school
and
you
live
in
the
city
of
boston.
I
think
it's
worth
exploring
how
that
what
what
that
might
look
like
for
our
students?
O
I
think
you
know
I
so
so
that
10
piece
from
you,
texas,
I
I
like
it
a
lot.
I
I
also
love
the
the
ses
factor
in
chicago.
You
know
and
really
appreciate
how
they
use
so
ses
tiers,
which
I
will
note,
is
different
than
what
ultimately
came
as
the
recommendation.
The
consensus
recommendation
from
the
working
group-
I
think,
that's
a
absolutely
there's
an
opportunity
to
explore
that
even
more.
There
is
also
in
other
parts
of
the
country
where
other
districts
use.
O
As
you
know,
in
lieu
of
a
standard.
You
know
an
additional
standardized
test.
They
use
what
would
be
akin
to
our
mcats
the
tests
that
the
k
that
their
the
children
are
already
taking
right.
O
So
what
I
do
think
there's
an
opportunity
again
for
us
here
in
boston
to
to
create
something,
that's
different,
but
take
some
of
the
best
of
what
we've
seen
across
the
country,
and
that
really
is
what
the
working
group
did
in
this
instance
really
kind
of
took
different
elements
of
different
models
to
create
something
that
is
uniquely
boston.
I
do
look
forward
to
what
a
2.0
might
be
and
with
specific
focus.
O
Personally,
I
you
know
really
want
to
go
back
to
the
board,
as
it
relates
to
using
geocode
to
really
narrow
in
zero
in
on
socioeconomic
status.
To
address
what
we
know
full
well
are
glaring
racial
wealth
gaps
within
neighborhoods,
so
yeah
I
mean
at
net
net,
there's
no
model
that
we
would
be
able
to
just
sim.
I
mean
we
could,
but
that's
not
what
we
do
right.
H
I'll
go
quick
and
it's
just
a
short
thing:
I'd
love
to
hear
from
each
panelist.
You
know
so
over
this
next
year,
which
will
be
tremendously
important
as
we're
thinking
about
this
as
a
turning
point,
what
is
the
one
thing
that
the
city
slash
district
policy
makers
should
just
be
holding
on
to
either
as
a
thing
to
measure
or
a
sort
of
consideration
to
to
you
know
be
putting
alongside
this.
S
Policy,
I
can,
I
guess
my
reflections
from
last
night
were
just
how
how
saddening
it
was
to
see
just
like
the
extreme
racism
shared,
I
think
in
in
testimony,
and
so
I
think,
boston,
I'm
a
texas
native.
I
was
I'm
a
graduate
of
the
texas
public
schools,
but
just
you
know,
I
think,
being
profoundly
and
sadly
impacted
by
everyone's
testimony
from
different
neighborhoods,
good
and
bad,
but
just
the
levels
of
racism
was
just
really
saddening.
S
I've
lived
in
boston
for
over
20
years,
so
it's
not
a
surprise,
but
it's
just
it's
really
hard
to
hear.
I
think
over
and
over
again
and
just
it
was
also
fascinating
to
see
the
way
that
white
supremacy
was
just
used
in
such
a
slick
way.
S
You
know
all
the
things
that
we
have
been
fighting
for
and
advocating
for
around
equitable
school
budgets,
asking
for
transparency
asking
for
language
translation
asking
for
you
know,
communities
to
have
input
in
their
school
budgets
in
these
like
ways
that
directly
impact
what
they
get
and
what
they
don't
get,
I
think
was
was
utilized
for
the
sake
of
talking.
You
know
promoting
white
supremacy.
R
I
think
I
have,
I
know
you
said
one.
I
do
have
two,
the
first
building
off
of
what
ruby
said
is
transparency
to
tanisha's
point.
I
can't
tell
you
the
number
of
hours
of
my
life.
I
have
spent
emailing
to
try
to
extract
public
records
from
the
boston
public
schools,
for
data
for
records
that
do
exist
and
should
be
made
available
to
everyone
without
having
to
engage
a
lawyer
to
extract
those
documents.
R
If
the
if
the
boston,
public
schools
is
sincere
and
its
commitment
to
engaging
people
in
this
process,
it
shouldn't
make
that
possible
to
do.
I
think
the
second
thing
I
want
the
the
district
I
want
the
council.
I
want
everyone
to
remember
over
the
course
of
this
year-
is
that
school
segregation
is
deeply
tied
to
residential
segregation
and
that
residential
segregation
did
not
happen
by
accident.
It
was
an
intent
and
it
was
a
force
and
it
was
a
an
object
of
municipal
state
and
federal
governments.
R
Lcr
just
filed
a
lawsuit
against
hud
over
its
attempt
to
roll
back
the
disparate
impact
protections
of
the
fair
housing
act,
and
so
I've
spent
a
lot
of
time
over
the
past
couple
months
with
that
data.
With
that
case
law
with
that
information-
and
we
continue
to
hear
in
our
conversations
with
bps
about
how
you
know
the
segregation
is
just
a
feature
of
that
people
are
just
sorted
that
way
and
that's
where
people
live
and
those
excuses
were
not
acceptable
in
the
70s.
They
are
not
acceptable.
O
Agree
going
forward,
I
will
say
over
the
next
three
to
six
three
to
ten
months
I'll
say
on
this
particular
issue.
O
What
I
will
be
actively
monitoring,
first
and
foremost,
is
implementation
and
really
with
laser-like
focus,
making
sure
doing
our
part
to
make
sure
that
the
implementation
of
this
policy
is
is
really
one
that
is
robust
and
executed
with
fidelity,
because
you
know
for
as
much
as
we've
talked
and
debated
about
the
policy,
and
you
know
kind
of
the
technical
levers
of
it
at
the
center
of
this
are
children
who
are
going
to
in
september
prayerfully
walk
into
buildings,
but
we'll
see,
but
who
are
going
to
you
know
be
going
into
buildings.
O
You
know
having
having
this
experience
as
their
backdrop
and
so
getting
that
implementation
right
is
our
duty
as
a
collective.
The
second
piece
connected
to
that
is
supports.
You
know
the
working
group
spoke
specifically
to
students
who
may
for
a
myriad
of
reasons.
You
know,
need
additional
support.
Personally,
I
believe
that
all
of
the
children
who
are
going
into
these
school
buildings,
again,
hopefully
again
by
september
of
next
year,
you
know-
will
all
need
supports.
O
I
mean
the
the
the
social
and
counselor
sabi
george.
I
know
that
this
is
one
of
your
primary
issues.
Like
the
socio-emotional
supports
for
our
children.
They
were
well
needed
before
this
pandemic.
They
are
they're
going
to
be
critical,
come
this
upcoming
year.
So
just
really
looking
at
what
supports
the
district
intends
to
put
in
place
specifically
for
children
who
will
be
entering
these
schools
next
year
and
then
the
last
piece
I'll
say
is
engagement.
O
There
is
undoubtedly
a
need
for
the
district
to
do
better,
as
it
relates
to
engaging
families
and,
as
ruby
said,
we've
been
talking
this,
for
I
don't
know
how
long
okay,
those
of
us
who
sit
in
these
meetings
and
have
sat
in
these
meetings.
We
have
clamored
on
this
issue
for
years
and
the
rest
of
the
city
got
to
see
what
we
fight
up
against
all
the
time.
Nearly
all
the
time
we
must
do
better,
there's
it
is.
O
There
is
no
excuse
for
the
lack
of
translation
quality
translation
available
in
this.
No
excuse,
there's
no
excuse,
for
you
know
not
being
able
to
provide
adequate
notice.
Timely
notice,
okay
and
you
know-
and
I
understand
and
deeply
appreciate
the
work
of
the
district.
I
know
folks
are
working
double
triple
overtime.
O
I
get
it,
but
the
engagement
piece
going
forward
on
this
issue
is
again
another
critical
lever,
because
our
city-
and
I
spoke
to
this
last
night
like
this-
is
such
a
fragile
issue
for
many
reasons,
and
if
we
don't
get
this
right
on
implementation,
supports
and
engagement,
it
could
leave
a
very
negative
indelible
mark
on
us
for
years
to
come.
So
those
are
the
three
things
I'm
I'm
going
to
be.
On
top
of.
A
I
think
that
was
a
great
question
to
wrap
up
this
panel
on
I,
I
will
just
add
the
one
thing
I
think
tanisha
what
you
just
said,
especially
about
the
implementation
that
is
cr
look,
that
is,
it's
got
to
be
top
of
the
list
to
make
sure
that
we,
you
know
what
was
agreed
upon
last
night,
is
done
well
and
done
right
and
that
you
know,
because
it
is
again
it's
the
kids
in
the
middle
of
it
and
I
think,
to
lauren's
point
around
some
of
the
challenges
around
accessing
information
and
data
that
modeling
any
of
these
models
is
really
important,
because
boston
is
such
a
different
city,
because
we've
got
all
of
these
sort
of
nuanced
systems
that
you
know.
A
A
We
do
have
one
more
panel,
it's
a
fairly
large
panel,
so
as
they
come
in
lauren
tanisha,
ruby
you're
welcome
to
stay,
thank
you
or
or
also
sign
off,
which
is
more
than
fine
with
me
and
the
lead
sponsors
and
those
of
us
that
remain
in
this
hearing
today.
So,
thank
you
all
for
being
here
and
let
me
just
get
back
to
my
notes.
A
Christine
duffy
erickson
is
a
bla
parent
and
member
of
quest
quality
education
for
every
student,
katie
roberts,
bls
parent,
co-chair
of
families
for
equity
and
diversity
at
bls
and
denise
wilson.
I
think
it's
judrus
bls
parent
co-chair
of
family
for
equity
and
diversity
at
bls.
If
I
mispronounce
names,
please
correct
me
and
I
look
forward
to
testimony.
I
think
lisa
was
first
on
my
list,
so
unless
you've
predetermined
a
different
order,
we'll
go
with
lisa.
K
Hi
welcome
my
name's
lisa
green,
I'm
here
today
representing
the
boston
coalition
for
education,
equity,
I'm
from
the
north
end,
and
I'm
also
a
parent
of
two
children
at
boston,
latin
school,
where
I'm
co-chair
of
the
parent
council
for
the
past
couple
of
years.
K
It's
encouraging
to
see
so
much
support
among
the
public,
the
school
committee
and,
as
we
saw
on
our
2019
city
council
election
questionnaire,
the
majority
of
council
members
also
see
the
problem
and
want
long-term
change.
When
my
daughter
started
at
bls
in
2016,
I
was
concerned
about
the
series
of
racist
events
that
had
just
happened.
So
I
joined
the
school's
equity
team
at
that
point
it
was
headed
by
mr
howland
and
mr
contemposis
and
it's
now
headed
by
mascara
until
I
started
seeing
the
exam
school
admissions
data
that
team
reviews
every
year.
K
I
thought
my
experience
was
much
like
everybody
else's.
Like
many
parents.
In
my
neighborhood,
I
heard
about
the
exam
school
admissions
process
in
the
sandbox
at
the
park
when
my
daughter
was
still
in
diapers
like
everyone,
I
knew
I
learned
the
ropes
we
prepped
our
kids
for
the
test
and
took
whatever
steps
we
could
to
increase
their
chances
of
getting
in
that
takes
time,
effort,
money
and
knowledge
of
the
admission
system
that
the
majority
of
families
in
boston
simply
don't
have,
and
it's
a
large
part
of
the.
K
K
The
data
that
I
saw
at
those
equity
team
meetings
hit
me
like
a
ton
of
bricks
up
first
year,
as
it
has
every
year.
Since
that's
why
I
first
got
connected
with
tanisha
lauren
in
the
coalition,
that's
been
looking
at
the
exam
school
admissions
process
for
years,
which
in
turn
was
large
part
a
large
part
of
why
we
formed
the
boston
coalition
for
education,
equity,
a
group
of
12
education,
civil
rights
and
political
advocacy
organizations
working
to
restore
an
elected
school
committee
to
boston
over
the
course
of
this
work.
K
I've
come
to
learn
that
my
experience
is
far
from
typical
in
boston
is
elsewhere.
Some
students
live
in
families
like
mine,
with
the
time
and
resources
to
successfully
navigate
the
admissions
process.
Others
have
to
put
all
their
energy
into
not
getting
addicted.
Thousands
are
homeless
in
proposing
that
80
of
seats
be
allocated
by
ranking
students
within
zip
codes.
The
working
group
tried
to
have
students
compete
with
others
who
have
similar
life
circumstances.
K
The
current
pandemic
has
expanded
these
gaps,
but
it
did
not
create
them
when
life
finally
returns
to
normal
boston
will
still
be
a
city
divided
where
some
children
have
many
more
of
the
opportunities
that
contribute
to
school
success
than
others.
So
we
must
all
begin
working
together
now
to
develop
a
permanent
and
more
equitable
admissions
process.
For
these
three
schools.
K
T
T
The
troubling
questions
of
merit
and
great
inflation
access
to
exams
and
we're
also
recognizing
the
effects
of
admissions
largely
on
a
test.
Not
every
parent
can
or
should
have
to
invest
money
in
test.
Prep
we've
seen
hours
of
preparation
that
many
of
our
peers,
our
kids
peers,
can't
spare
and
some
were
not
invited
because
they
simply
had
been
tracked
out
of
classes
years
before,
and
you
know
the
informal
networks
that
lisa
talked
about
were
certainly
in
my
experience
as
well,
so
some
parents
were
in
the
know,
and
others
were
not
these.
T
Many
of
these
disparities
exist
whether
the
test
is
the
ise,
the
nwea
or
the
mcas,
and
of
course
there
are
risks
to
gaming
and
test
prep
that
have
existed
for
so
long.
I,
in
addition
to
my
sophomore,
I
have
two
ten-year-olds,
one
of
whom
has
experienced
testing
through
getting
into
awc
and
one
who
did
not.
T
We
know
that
test
scores
are
not
the
final
word
in
their
potential
own
skills
and
for
many
children
that
one
test
score
can
end
the
conversation
and
doesn't
expand
but
limits
their
support,
opportunity,
opportunities
and
expectations,
and
that
is
one
thing
we
would
look
like
to
look
past
into
the
future
and
and
support
changes
in
that
area.
T
T
In
mind,
of
course,
the
brunt
of
the
impact
falls
on
black
and
latinx
families,
but
my
kids
and
all
our
kids
are
witnesses
to
the
inequity
in
the
system.
T
I
personally
welcome
a
plan
for
next
year,
that
is
more
inequitable
for
my
fifth
graders
is
more
equitable
and
accessible
across
the
entire
city
and
one
that
yes
may
personally
impact
my
own
fifth
graders
choices
in
roslindale,
but
quest
believes
that
this
one-year
proposal
serves
only
as
a
starting
point
we're
looking
past
the
clovis
crisis.
We
call
on
the
city
council
to
support
this
new
task
force
and
it's
charged
to
creatively
think
about
exam
schools.
T
We
want
to
see
a
thorough
analysis
of
this
next
admission
cycle
and
ongoing
monitoring
of
any
long-term
changes
put
into
place.
We
all
must
work
towards
a
multi-factored,
rich
admissions
policy
that
ensures
access
of
opportunity
to
children
of
all
backgrounds,
but
also
impacts
all
the
neighborhoods
in
the
city
of
boston.
T
A
Thank
you
christine
katie
welcome.
U
I
also
wanted
to
underline
the
statements
made
by
a
few
of
you
and
ms
carrick
and
others
earlier
that
it's
hugely
important
to
focus
on
all
the
schools
in
boston,
not
just
the
exam
schools.
So
I
just
wanted
to
add
that
my
two
white
kids
have
been
welcomed
and
loved
in
spaces
in
boston
where
they
were
in
the
racial
minority
at
the
hurley
k-8
school,
which
is
more
than
72
percent
hispanic,
and
at
the
preschool
and
after
school
and
camp
programs
at
united,
south
and
settlements.
U
U
A
Thank
you
very
much.
Katie
denise
welcome.
B
B
I'm
here
because
little
things
mean
a
lot
while
most
parents
would
have
been
excited
and
ecstatic
to
have
their
kids
accepted
to
boston
latin.
The
jury
was
still
out.
My
kids
were
got
accepted
and
you
say
why
there's
been
a
long
history
of
how
black
and
brown
children
have
been
made
to
feel
feel
when
they,
when
they're
not
feel
when
they're
not
part
of
a
community
where
they
feel
accepted
any
and
every
parent
wants
and
needs
to
know
that
their
children
will
be
accepted
and
be
made
to
feel
welcome
at
their
school.
B
When
I
was
considering
sending
my
kids
to
boston
latin
school,
we
were
invited
to
an
open
house
and
there
we
met
some
people
from
the
black
alumni
association
and
there
we
were
made
to
feel
welcome,
like
they
were
wanted
and
they
were
going
to
do
what
was
needed
for
them
to
succeed,
and
after
that
meeting
we
scheduled
a
visit.
So
we
scheduled
two
visits
to
to
see
the
school.
B
I
I
gave
him
my
concerns
and
what
I
found
was
that
he
reached
out
to
ms
carrick,
who
had
not
yet
moved
to
boston
at
that
time,
and
I'm
nervous
gabe
gave
me
and
my
children
a
call
to
discuss
our
concerns.
B
I
was
impressed
that
she
took
the
time
to
listen
and
address
our
concerns
and
decided
to
send
my
kids
to
boston
latin.
This
is
in
direct
contrast
to
my
experience
as
a
teenager.
Growing
up
during
the
bussing
area
has
been
noted,
as
I
think
about
that,
just
the
traumatic
experience
of
going
to
an
exam
school
and
it
wasn't
so
much
the
school
as
it
was.
There
were
many
friends
I
had
that
was
very
diverse
and
I
can't
say
it
was
a
bad
experience
from
that
perspective.
B
However,
after
school
participating
in
sports
or
events,
I
had
to
be
driven
to
practice,
because
I
wasn't
it
wasn't.
Okay
for
me
to
be
in
south
boston.
It
wasn't
okay
for
me
to
be
in
seven
hill.
Those
experiences
would
make
a
parent,
like
myself
hesitate
to
send
my
kid
to
boston
latin.
B
However,
due
to
the
acceptance
that
I
felt
from
people
such
as
martha
pierce,
who
I
feel
that
she
does
an
outstanding
job
reaching
out
to
families
as
well
as
my
kids
feeling
connected
at
this
point
with
the
school,
I
feel
those
are
integral
parts
of
the
change
as
well
as
mascara
implementing
so
many
new
things
that
make.
B
Is
this
the
right
place
for
me
and
some
of
those
things
being
the
equity
team
which
was
formed
after
the
incident
at
black
bls
and
that
used
to
be
only
once
a
month?
And
now
it's
twice
a
month.
B
B
For
me,
the
responsiveness
to
from
leadership
and
reference
to
issues
that
might
come
up
and
need
to
be
addressed.
I
feel
like
they're
handled
in
a
way
where
I
don't
feel,
like
they're
swept
under
the
rug
that
they're
they're
addressing
them,
and
I
appreciate
the
fact
that
there
are
people
of
color
and
leadership
positions
in
the
school
and
the
opportunity
to
have
seats
set
aside
where
black
and
brown
people
for
the
ssc
and
the
spc,
which
is
this
school
site.
B
Council
and
this
school
parent
council,
are
all
things
that
are
important
to
me
as
a
parent,
and
I
think
we
have
a
long
way
to
go
and
as
people
alluded,
I'm
all
for
bps
being
dismantled
and
it
needs
to
start
from
the
bottom
up
to
give
us
new
opportunities
for
all
children
to
succeed.
And
not
just
some.
Thank
you.
A
Thank
you
very
much
denise
for
your
testimony
and
I
want
to
kick
it
off
to.
I
think
that
was
it
counselor
arroyo
for
any
opening
questions
of
this
panel.
C
First
foremost,
thank
you
all
of
you
for
your
patience
and
for
your
testimony
today,
especially
miss
wilson.
I
I
heard
you
say
that
you
were
nervous,
and
so
I
thank
you
for
really
facing
that
down
and
showing
courage
in
your
statements
today,
and
so
thank
you
so
much
for
that,
and
so
you
know,
I
think
I
might
be
preaching
to
the
choir
at
this
point.
With
this
table,
I've
been
very
vocal
on
this
one
about
how
I
feel
about
standardized
examinations
period.
C
I
think
that
you
know
when
we
talk
about
creating
more
equitable
policies.
You
can't
do
that
with
a
tool
that
is
used
to
create
racial
inequity,
that
that
does
that
you
can't
say
we're
gonna
use
this
tool
that
creates
racial
inequity
that
was
created
by
racist
eugenics.
C
To
do
this
exact
thing
that
it
does
and
then
say
we're
gonna
incorporate
that
into
our
entrances,
and
I
think
you
know,
I
think
at
least
three
of
you
have
spoken
about
what
occurred
yesterday
in
regards
to
the
suspension
of
the
exam
for
this
year
and
sort
of
as
a
first
step
to
what
should
come
next
and
I
I
can't
speak
for
all
of
you.
I
don't
know
if
all
of
you
are
here
for
the
entirety
of
this
hearing
and
what
I'd
like
my
first
question
to
be.
K
Arroyo,
you
know,
I
think
it's
been
a
rough
week
for
everyone
right
and
if
I
had
to
put
one
thing
before
the
city
council
to
remember
from
this
process,
I
I'd
want
you
to
remember
the
frustration
right
of
of
the
folks
on
on
the
other
side
of
this
issue.
Right
they
felt
like
they
didn't,
have
a
voice.
They
sent
emails
and
letters
and
had
zooms
and
called
their
city
counselors
right,
and
I
really
feel
that
I
really
feel
sympathy
for
them
because
I've
been
there
too
right.
K
I've
been
on
this
side
of
issues
where
you
go
to
the
city
council
hearings,
you
feel
like
nobody's
listening
to
you
and
you
have
no
one
to
turn
to
the
parents
of
boston,
need
a
voice
in
decision
making.
K
We
need
an
elected
school
committee,
they're
emailing,
you
guys,
you
guys,
don't
have
the
power
to
make
the
decision,
but
you
know
we
need
somebody
who
does
right,
there's
nothing.
It
was
a
failure
of
engagement
and
when
that
fail,
engagement
failure
happens
as
it
does
in
bps.
Where
can
people
turn
and
so
I'd
I'd?
I
plead
with
you
to
think
about
that,
because
I've
been
to
school
committee
meetings
like
that
before
dozens
of
times
before
right,
except
that
it's
black
and
brown
people
we
marched
to
a
city
council
meeting.
K
I
think
their
counselor's
with
us.
I
think
counselor
edwards
was
with
us
and
I
forget
who
all
else
was
at
that
meeting.
I
think
counselor
campbell,
but
hundreds
of
people
marching
in
the
street
and
the
same
thing
happened
right.
The
same
thing
happens
every
two
weeks
at
school
committee,
and
so
if
we
want
to
have
a
voice,
I
think
we
need
an
elected
school
committee.
C
That's
starting
a
lot
a
lot
of
people
talking
about
that
today,
any
anyone
else
on
that
question,
just
something
that
you
haven't
seen
addressed
yet
that
you
would
like
to
address.
T
Yeah,
I
I,
I
think,
couching
engagement
in
terms
of
education
for
a
bunch
of
parents
who
have
not
been
around
these
issues
for
a
very
long
time
is
really
critical
right.
Now,
I'm
seeing
that
in
my
neighborhood
and
with
people
on
my
side
of
the
issue
and
on
the
other
side
of
the
issue,
they're
coming
in
with
inform
me
a
lack
of
information,
whether
willfully
or
not,
that
is
affecting
their
view
on
the
issue
and
is
really-
and
these
are
complicated
issues
and
the
folks
who
have
simplified
those
issues.
T
For
me,
I
have
been
so
grateful
for
and
it's
not
bps
who's
doing
that
it's
other
activists
and
not
every
parent,
has
access
to
those
people.
I
wouldn't
have
had
access
to
those
people
two
years
ago,
when
I
was
new
to
this,
and
I'm
really
still
new
to
it.
Now
the
people
that
I,
that
I
talk
about
these
issues
with,
have
been
doing
this
for
many
many
years.
They
know
how
to
apparent
a
school
council
meeting
works.
They
know
how
public
comment
works.
They
know
what
to
expect
in
a
meeting
they.
T
T
B
Hi
something
that
I
think
is
having
neighborhood
meetings
where
parents
are
engaged
in
their
schools.
I've
been
in
too
many
schools
that,
for
me,
are
unacceptable
on
on.
In
the
neighborhoods,
for
instance,
the
cleanliness
of
schools
and
where
kids
are
allowed
to
go
and
that's
acceptable
to
me,
is
not
acceptable,
and
I
think
that
leadership
in
school
they
need
to
reach
out
to
parents,
because
parents
are
busy
and
it's
difficult,
and
I
always
approach
things
from
the
standpoint.
Don't
tell
me
what
you
can't
do,
but
tell
me
what
you
can
do.
B
I'm
gonna
have
a
meeting
in
april.
I
might
lay
it
out,
but
for
the
year,
so
you
can't
come
in
september
or
october,
but
can
you
come
in
december
or
january?
I
think
we
have
to
be
solution,
oriented
and
reach
out
to
parents
where
they
are
and
one
of
the
things
that
fbqd
did
was
we
started
having
meetings
in
our
neighborhoods.
We
had
one
in
high
park.
We
had
one
in
mattapan.
B
We
were
planning
to
have
one
in
east
boston
prior
to
covid,
to
to
reach
out
to
families,
so
they
could
be
heard,
and
I
think
that's
something.
That's
really
missing
from
the
people
who
need
to
hear
we
need
to
find
a
way
to
get
information
to
them
so
that
they
can
hear
and
they
can
be
informed.
So
many
people
are
not
informed
of
what's
happening
and
I
agree
with
christine.
If
they
don't
know
how
can
they
be
engaged?
B
People
know
how
things
work
and
there's
a
need
there,
and
I
think
that's
something
that's
really
important
to,
and
I
also
think
that
bps
needs
to
really
consider
you
can't
build
on
a
foundation.
That's
not
really
for
people
not
for
everyone.
I
think
we
need
to
consider
trying
to
re-do
just
demolishing
what
we
have
and
figuring
out
something
new.
That's
all
inclusive
of
all
the
children
and
the
families
in
bps.
C
Thank
you
so
much
to
all
of
you
and
I
think
what
the
common
thread
that
I
heard
through
all
of
that
was.
We
need
better
engagement
right
with
parents
in
a
better
transparency
and
flow
of
information,
and
that
kind
of
came
up
in
a
panel
just
before
you
about
how
bps
shares
its
data
right.
So
we're
talking
about
internal
like
deep
dives
in
transparency,
but
also
just
surface
level.
C
This
is
what
we're
doing
transparency
and
what
I
can
tell
you
is
to
not
cross
the
the
why
the
streams
too
much,
but
when
we
were
talking
about
police
civilian
review
boards,
one
of
the
things
that
new
york
said
they
did
was
they
paid
for
a
communications
person
and
the
role
of
that
communications
person
wasn't
actually
to
interact
with
the
press,
but
was
to
interact
with
the
public,
because
so
often
the
public
was
left
out
of
conversations
about
what
was
available
to
them.
They
had
these
resources,
they
didn't
know
about.
C
They
had
all
these
things
we
didn't
know
about,
and
I
think
the
one
thing
that
I
am
seeing-
and
it's
probably
old
hat
for
many-
is
that
we
have
folks
on
both
sides
of
the
spectrum
saying
the
same
thing.
C
We
have
folks
with
access
to
resources,
access
to
the
ability
to
do
these
things,
access
to
networks
of
power
who
are
saying
I
have
no
idea
what's
going
on,
and
then
we
have
folks
who
have
less
access,
less
ability
who
are
dealing
with
the
same
issues,
and
so
it's
not
it's
clearly
just
there's
something
dysfunctional
there
and
it's
not
something.
That's
made
easier
by
the
amount
of
money
that
you
have
or
the
amount
of
access
you
may
have,
and
so
we,
I
think,
that's
something
that
I
agree
with
all
of
you.
C
We
should
dig
into
how
we
deal
with
that,
because
when
we're
doing
things
like
this,
there
really
should
be
more
communication,
and
I
think
that
was
a
one
part
of
the
suspension
of
this
year's
plans.
That
I
thought
was
problematic
was
that
we
didn't
have
parents
allowed
to
look
into
how
this
was
being
done
and
conducted
in
a
way
that
I
think
would
have
made
buying
much
easier,
and
so
you
know
that's
that's
on
that.
The
only
other
question
I
have
for
you
all
is
you
know.
C
You
told
me
what
you
you
didn't
see
spoken
about,
and
I
appreciate
that
in
terms
of
what
you
did
see
in
terms
of
conversations
about
how
we
move
forward
as
a
district
and
where
the
focus
really
needs
to
be
actionable,
focus
moving
forward.
Where,
specifically
in
this
next
year
and
colbit's,
doing
a
lot
of
things,
we
got
a
lot
of
different
things
going
on.
C
Kids
aren't
in
person,
we
have
all
these
things,
but
in
terms
of
this
specific
thing,
as
we
look
into
how
we
make
the
suspension
of
what
we
did
yesterday
really
work
in
this
year
for
these
children,
what
are
the
things
that
you
believe
we
need
to
make
sure
we
focus
on
to
make
sure
that
it
works
for
them
in
this
next
year
and
that
and
that's
it
and
anybody
who
feels
inclined
to
answer
my
answer.
Thank
you
manager
feel
inclined.
B
They,
I
think
they
need
to
feel
welcomed.
I
think
that
to
me
is
number
one
you
have
to
have
the
students
feel
like
they
belong,
that
this
is
where
I'm
supposed
to
be,
and
I
think
that's
the
main
thing.
B
I
think
if
you
feel
welcome,
like
you
belong
here,
I
think
that
will
will
speak
volumes
because
that
will
allow
a
child
who
might
be
nervous
and
I've
observed
for
myself,
students
coming
into
the
school
and
getting
accepted
and
they
have
a
certain
swagger
about
them
and
then
there's
other
students
who
come
and
they're
like
am
I
supposed
to
be
here?
Is
this
the
right
place?
That
does
a
lot
on
someone's
psyche
and
I
think
that's
what
we
really
need
to
think
of,
and
that's
that's
where
I
think
people
who
are
making
comments.
B
We
all
need
to
have
grace
and
we
need
to
really
think
about
outside
of
our
own
walls.
How
would
you
want
to
be
treated
and
let's
move
forward?
These
are
children,
and
I
just
think
of
my
experience.
I
still
feel
like
I'm
somewhat
traumatized
for
my
educational
experience
in
boston
and
I
went
to
five
schools
in
boston.
B
A
Thank
you,
council
arroyo
and
thank
you
denise
yeah,
everyone,
it's
great
to
hear
from
everybody,
but
I'm
sorry.
I
particularly
favor
denise's
comments,
counselor
mejia
questions
for
this
panel
yeah.
I.
F
Know
counselor
wu
was
texting
us
do
you
want
to
go
before
mikasa
wu.
H
Thank
you
I'll
I'll
just
say
I
I
didn't
have
any
questions.
Counselor
royal
asked
so
many
great
ones.
So
thank
you
so
much
councillor
mejia,
thank
you
to
this
panel.
I
have
to
run
in
a
little
bit,
so
I
just
wanted
to
say
I'm
very,
very
grateful
for
your
time.
Thank
you
and.
A
Before
councilmember
goes,
it's
a
good
time
to
remind
participants
that
are
waiting
to
public
testify.
We
have
16
signed
up
for
this
evening.
If
you
want
to
start
raising
your
blue
hands,
we'll
get
you
in
the
queue
counselor
mejia.
Yes,
so
I
think.
F
I'm
going
to
need
some
therapy
after
all
of
this,
because
all
of
this
has
been
so
triggering
and
traumatizing,
and
I
feel,
like
I'm
reliving
an
era
that
I
never
wanted
to
go
back
to
having
grown
up
here
in
the
city
of
boston.
And
I
keep
talking
about
the
busting
era,
because
this
is
reminding
me
of
that
moment
in
time
when
we
were
not
wanted
in
any
of
these
schools.
And
what
happened
was
that
parents
took
their
little
suitcases
and
left,
which
is
what
they
call
white
flight.
F
Like
that's
the
type
of
stuff
that
I
was
hearing
from
parents,
okay
and
as
a
parent
of
color,
who
has
a
child
in
a
boston
public
school
and
who
graduated
from
a
boston
public
school.
I
was
appalled
by
the
just
the
the
outpour
of
what
I
felt
as
though,
if
we
changed
and
got
rid
of
the
tests,
we
were
watering
down
their
schools
or
that
the
notion
is
that,
if
more
of
our
kids
got
in,
then
we
would
be
taking
away
the
prestigiousness
of
it
right.
F
But
you
know
what
I'm
gonna
stand
with
equity,
because
I
know
that's
the
right
thing
to
do
right
and
getting
500
and
something
I
don't
know,
maybe
600
emails.
Thank
you
all
for
the
advocacy
of
people
who
were
standing
in
support
of
this
test
gave
me
hope
right,
and
I
think
it's
important
for
us
to
recognize
that
we're
living
now
in
a
city
that
is
caught
between
these
two
opposing
views,
those
who
want
to
keep
things
the
way
that
they
used
to
be
and
those
who
are
willing
to
go
hard
to
change.
F
So
I
just
want
to
say
thank
you
to
you
all
for
your
work
in
that
and
moving
this
conversation
forward
into
denise
you're
are
going
to
go
to
therapy
together,
okay,
because
we
were
both
traumatized
in
in
different
ways
as
a
result
of
of
this
situation.
That
is
still
yet
to
be
unresolved
here
in
the
city
of
boston,
but
I'm
here
for
all
of
it,
trust
that
you
have
a
partner
in
me
and
I
do
believe
a
lot
of
the
answers.
F
Questions
that
ricardo
council
royale
asked
were
really
definitely
right
on
point,
and
I
do
agree
that
what
we
need
to
do
is
move
towards
an
elected
school
board,
a
fully
elected
school
board.
That's
really
representative
of
the
people,
because
I
believe
that
when
we
have
people
who
we
elect,
then
there's
a
level
of
accountability
about
the
decisions
and
the
votes
that
they're
making
right,
and
I
think
that
we
also
have
an
opportunity.
F
Given
the
the
latest
shenanigans
that
have
occurred
as
of
late,
we
have
an
opportunity
to
really
look
at
all
of
these
votes
that
have
been
made
in
the
past
and
how
those
votes
have
really
countered
racial
equity
in
the
city
of
boston,
because
if
you
had
someone
who's
the
chair
of
the
school
committee
that
had
no
regard
for
people
of
color,
imagine
all
of
those
wolves
that
were
made
that
were
not
in
the
best
interest
of
black
and
brown
children.
It's
just
a
lot
for
us
to
unpack
here,
but
my
question
lisa.
F
This
is
for
you,
okay,
so
I
really
appreciate
your
personal
testimony
about
how
you
came
to
learn
about
the
real
realities
of
the
inequities
in
exam
schools
in
boston
and
while
it
felt
like
everyone
in
the
world
at
last
night's
meeting,
a
lot
of
parents
are
still
you
know,
plugging
into
that
information,
and
I'm
just
curious.
What
can
we
do
better
to
educate
parents
about
the
realities
of
these
inequities?.
K
K
We
had
you
know
they
were
talking
about
these
forums
that
the
naacp
and
lcr
had
in
the
neighborhoods,
and
we
had
one
I
think
the
summer
before
last
in
the
north
end
and
a
lot
of
packed
right,
a
lot
of
people
came,
but
there
was
a
group
of
families
from
east
boston
and
sat
through
the
whole
presentation.
Everybody
was
there
and
after
an
hour
of
hearing
about
it
through
a
translator,
a
woman
got
up
and
said
so.
I
have
a
child
in
the
sixth
grade
or
going
into
seventh
grade.
It
might
have
even
been.
K
How
do
I?
How
do
I
do
this?
Is
it
too
late?
She
had
never
heard
of
it
right,
so
her
she's
right.
I
can
see
him
from
you
know.
I
can
see
east
boston
from
my
office
and
if
I
go
down
to
my
park
and
and
then
we
went
a
week
or
two
later
had
another
meeting,
30
people
showed
up
30
parents
in
the
middle
of
august
sweltering
hot
day,
3
o'clock
in
the
afternoon,
coming
to
an
education
event
about
their
kids
right.
D
K
Care
deeply
about
their
children
and
their
children's
education,
and
so
somebody
from
lcr
gave
this
they
gave
the
pitch
and
in
about
15
minutes
in
somebody
said
who
has
heard
of
the
exam
schools.
Nobody
raised
their
hand,
but
a
woman
in
that
meeting
pulled
out
of
her
purse
a
piece
of
paper
folded
in
quarters
right
and
when
she
unopened
it,
you
could
see
the
light
through
the
lines
you
know
like
she
had
had
it
in
her
purse,
a
while
she
knew
it
was
so
important.
K
She
knew
it
was
something
about
her
child
right
and
it
was
a
fire
about
the
exam
schools
and
I
had
been
on
the
committee.
That
said,
we
should
send
flyers
in
spanish,
but
it
had
no
context
right.
She,
it
said,
come
hear
about
the
icy
test,
so
you
can
send
your
kids
east
boston
or
to
boston
latin,
which
is
you
know
all
the
way
across
the
harbor
and
whatever
nobody
knew
what
it
was
right.
K
So,
even
when
we
try
to
do
engagement,
we're
not
doing
it
in
a
way
that's
meaningful
to
the
people
that
we're
reaching
out
to
so
we
have
to
have
more
families
in
there.
If
we
want
to
reach
latinx
families,
we
have
to
have
latinx
families
at
the
table
to
design
it,
because
I,
with
my
best
intentions
on
that
committee
with
lovely
people
right,
came
up
with
this
fire
that
was
meaningless,
but
this
woman
knew
that
it
was
important
right.
She
had
it
in
her
purse,
but
we
still
didn't
reach
her.
K
So
I
think
it's
that
we
need
more
representation
when
we're
designing
these
things
for
families
right.
Somebody
at
the
table.
F
Yeah,
I
know-
and
I
I
appreciate
that
you
know
I-
I
often
talk
about
the
fact
that
my
mom
didn't
even
finish.
Fourth
grade
so
and-
and
I
didn't
even
know,
exam
schools
existed,
I
think
you
already
know
this,
but
there
is
that
level
of
disconnect,
and
I
think
that
the
the
district
says
that
they're
doing
the
best
that
they
can
to
engage
families,
and
then
I
often
come
across
families
who
have
never
heard
of
anything
that
the
district
allegedly
has
put
out
and
so
they're
they're.
You
know
I.
F
I
do
believe
that
parents
are
oftentimes
an
afterthought
on
all
decisions
that
are
being
made,
and
I
think
that
if,
if
we've
learned
anything
about
this
process
that
we
are
going
to
have
to
center
this
through
a
very
different
we're
going
to
have
to
do
this
work
differently
and
it
has
to
be
led
by
parents
and
those
who
are
living
the
realities
and
that
it
should
be
from
the
bottom
up
instead
of
like
here's,
what
we're
proposing.
Why
don't
you
react
to
this?
F
It
should
be
like
here's,
what
we're
thinking,
here's,
how
you
you
know.
How
can
you
make
it
happen
like
I
feel
like?
That
is
especially
for
the
taxpayers,
and
these
are
our
schools.
I
just
I-
and
I
don't
want
to.
I
know
we're
here
to
talk
about
the
exams,
but
the
exam
schools
are
part
of
the
conversation
counselor
asabi
george,
so
I
don't
want
to
go
out
of
my
on
a
whole
other
tangent.
A
F
The
I
so
thank
you
all
for
for
participating
and
you
have
an
ally
in
me
and
I
really
do
appreciate
your
work.
Thank
you.
A
Thank
you,
councillor,
mejia,
do
christine
or
katie
lisa
or
denise
have
anything
else
to
add.
Before
we
go
to
public
testimony.
B
I
just
want
to
say
thank
you
to
everybody.
Everyone
has
a
different
perspective,
but
everyone
has
passion
what
they're
presenting-
and
I
appreciate
that-
and
I
appreciate
everyone
taking
the
time
to
come
out
and
speak
and
share
their
truth,
and
I
hope
that
we
can
continue
to
do
this
and
bridge
this
work
together.
A
Thank
you
very
much
denise
and
I
know
christine
had
something
to
say
and
if
you
are
I'm
here
to
offer
public
testimony,
if
you
would
raise
your
little
blue
hand,
hand
will
bring
you
over
in
just
a
few
minutes
christine.
T
Just
a
really
quick
pitch
again
for
the
transparency
of
the
task
force
that
goes
ahead,
sharing
the
research
with
the
community,
with
parents
and
and
and
and
mindfulness
that
this
process
actually
makes
the
district's
wide
high
schools
even
more
important
in
the
and
then
seven
six
through
twelve,
since
sixth
or
eighth
grade
more
important
than
ever,
and
it's
going
to
be
under
a
lot
of
watchful
eyes.
So
just
keeping
that
just
a
pitch
for
that.
Thank
you.
A
great
point.
A
Excellent,
I
know
that
kamari
james
brought
that
up
last
night,
a
number
of
times
throughout
the
evening
and
during
closing
remarks
as
well.
Katie
anything
before
we
switch
over
to
public
testimony.
U
I
don't
think
so
now
I
I
was
in
just
in
response
to
counselor
arroyo's
question
earlier
I
was
going
to
share
just
that.
Some
people
in
our
email
group
shared
concern
about
the
fact
that
you
know
maybe
it
had
to
be
designed
this
way,
but
the
public
comment
period
last
night
was
just
went
on
instead
of
being
divided
into
a
few
nights.
U
So
it's
just
untenable
for
a
lot
of
community
members
who
wanted
to
participate
and,
and
then
one
person
commented
on
and
I
don't
want
to
say
which
language
it
was
because
I'm
not
sure
maybe
somebody
else
remembers,
but
that
you
know
it
wasn't,
wasn't
the
most
effective
translation
so
that
what
was
being
said
in
I
can't
remember
cantonese
was
not
the
same
as
what
was
being
said
in
english
and
it
was
a
lot.
A
lot
of
the
quality
of
the
comment
was
lost.
So
just
a
couple
of
other
things
and.
A
Sure
appreciate
that
I'm
happy
to
if
you,
if
you'd,
like
the
that
communication
to
send
over
to
any
of
our
offices
or
I'd,
suggest
all
of
our
offices,
as
well
as
to
the
council's
committee
on
education,
so
that's
the
ccc.educationboston.gov
but
send
it
to
us
to
the
council
as
a
whole.
Okay,
thank
you.
Thank
you
all.
Thank
you
all
very
much
for
being
with
us
and
for,
I
think
sticking
it
out.
A
A
You,
council,
royale,
will
now
go
to
public
testimony.
Carrie,
who
I
know
is
or
actually
I
think
I've
got
I'm
going
to
bring
in
for
public
testimony
duran
lee
and
I'm
going
to
pronounce
this
probably
incorrectly,
but
maybe
shoe
shot
zhao.
A
The
two
of
you,
I'm
gonna,
bring
up
for
public
testimony
and
anyone
else
that
would
like
to
offer
public
testimony.
Please
raise
your
blue
hand.
V
Totally
yeah,
I
I
want
to
tour
the
information
session
of
the
working
group
and
the
last
night.
I
waited
a
specific
semi-hour
hour
to
speak.
I
really
feel
this
connection
between
the
working
group
and
the
rest
of
the
family,
and
even
today,
this
working
group
claimed
last
night
was
a
conversation.
It's
not
a
conversation
at
all.
They
already
made
a
decision,
they
pushed
to
a
vote
without
getting
the
input
from
the
whole
community.
V
This
is
clearly
trying
to
divide
the
community
rather
than
unite
the
community.
This
is
something
I
feel
totally
totally
and
basically
not
honest.
I
don't
want
to
see
the
bad
word
here,
but
that's
honest.
That's
honesty,
I
feel
not.
They
are
not
honest
about
the
situation
and
the
second
trying
to
say
you
know
they
are
trying
to
make
big
change
without
fully
evaluating
the
situation.
Just
for
example,
you
know
how
to
evaluate
a
student
to
give
them
opportunity
to
get
into
lighting
or
any
other
exam
school.
V
It's
a
serious
conversation
between
the
students
between
the
family
between
the
society
and
the
community,
and
it
had
to
be
very
many
things.
I
think
yesterday,
one
of
the
criteria
from
the
working
group
seems
like
it's
a
smartness
or
is
how
they
are
doing
good
in
the
school,
but
there
are
lots
of
other
things,
for
example
the
dedication
and
the
hard
work.
Actually
yesterday,
hard
work
was
criticized
by
the
working
group.
V
That's
totally
unfair,
clearly
unfair
and
even
today
again
I
appreciate
the
opportunity
to
speak
and
the
firm
beginning
about
the
explanation
of
the
the
exams
and
the
sharing
the
experience
with
chicago
the
the
educate
evaluation
system.
I
think
those
things
we
need
to
do
more,
rather
than
make
a
decision
right
away
and
just
then
let
the
folks
like
me
to
you,
know
physically
visit
right.
If
I
opportunity
honest,
I
will
leave
boston,
but
now
I
don't
lots
of
people
like
me.
V
Don't-
and
I
think
another
thing
the
working
group
or
some
of
the
your
pers
colleague
mentioned
here-
is
totally
auto
touch
our
life
first
immigration.
Like
me,
right,
we
don't
have
the
rules
here.
We
don't
have
a
connection
here.
If
we
don't
do
too
well
at
school,
our
children,
what
are
they
going
to?
Do
they
don't
how
they
can
find
a
job
how
they
can
find
opportunity
right?
V
This
is
clearly
a
disconnection
between
the
first,
even
second
generation
immigrants
compared
to
people
who
live
here
long
enough
and
only
school
is
one
way
to
kind
of
to
help
us
to
do
our
work
and
basically
get
to
get
a
job
get
paid
here.
Yeah
yeah,
to
build
the
other
world
to
say,
is
to
fulfill
american
dream
and
if
you
go
back
to
a
system
based
on
the,
I
don't
know
whether
that's
socialism
or
not
it.
V
How
that
be
fair,
I
think
again
back
to
the
some
of
the
common
early
comments.
Is
this
system
currently
the
way
is
fair
or
not
how
to
fairly
evaluate
the
student
to
give
them
a
chance
to
get
into
boston
lighting,
which
all
question
exam
schools
which
are
not
just
a
public
school
and,
as
we
discussed
here,
if
you
see
the
other
wild
slide
from
the
working
group.
V
Actually,
it's
quite
shocking
to
me:
african-american
latin
american
public
school
student
at
four
years
at
the
fourth
grade
left
for
so
behind
of
other
students
and
the
sport,
so
behind
other
schools.
Just
around
the
boston,
that's
clearly
testimony
that
current
system
does
not
work.
V
If
you
can
bring
those
students
up
you,
there
will
be
more
automatically.
The
rule
will
be
more
representation
of
african-american
and
the
latin
america,
and
without
working
into
that
direction,
just
focus
on
changing.
Currently,
how
get
into
lighting
to
me,
that's
clear
lighting
or
exam
school
in
the
future
will
just
become
another
boston,
public
or
high
school.
V
Do
you
want
to
put
your
kids
there?
I
don't
know
well,
while
the
colleague
here
appears.
One
of
the
presenters
here
said
all
those
boston
public
high
school
are
great
schools
to
you.
Maybe
to
me
no
clearly,
no
so
there's
a
disconnection.
I
feel
we
don't
have
the
conversation.
We
don't
have
the
conversation
between
the
the
the
parents,
the
students
raised
the
school
committee,
and
but
they
already
made
a
decision
they
already
vote
now
we
have
to
basically
to
left
us
to
a
situation
where
different-
and
last
point
I
have
to
say,
is:
thank
you.
V
Last
point
by
by
zip
code,
this
discrimination-
I
don't
know
whether
your
lawyer
is
still
here.
I
don't
know
why
by
zip
code,
please
not
unlawful.
This
is
totally
discrimination
and
in
even
in
the
same
zip
code.
Clearly
there
are
some
people
are
low
income,
but
they
are
penalized
by
leaving
people
with
a
rich
neighbor
neighborhood.
A
W
Yeah
you're
fine,
thank
you
yeah,
I'm
kind
of
nervous,
so
I
so
I'll
just
you
know,
read
what
I
wrote
so
I
yeah.
So
I
I
want
to
thank
you.
You
know,
dear
madam
chair
and
dear
counselors,
for
allowing
me
to
speak
here
this
evening.
So,
as
I
said,
my
name
is
shusha
jaw,
I'm
I'm
a
proud
boston
resident.
W
So
you
know
I
moved
here
three
three
years
ago,
because
you
know
I
heard
boston
is
a
really
smart
city.
You
know,
I
think
the
the
bps
exam
schools
are
around
the
very
reasons
why
you
know
boston
won
this
wonderful
reputation
and,
and
also
you
know
these
exam
schools.
You
know
they
provide
qualified,
hard-working
students,
you
know
to
the
top-notch
colleges
in
the
world
and
also
the
trainings
and
knowledge.
You
know
the
students
received
from
these
schools
actually
enabled
them
to.
W
You
know,
challenge
the
amet's
needs
of
our
time
and
also
make
this
city.
You
know
even
this
country,
you
know,
stay
competitive.
You
know
in
this
challenging
time
you
know
and
also
their
academic
excellence.
You
know
were
achieved
by
generations
and
generations.
You
know
of
hard-working
and
also
talented
students
and
teachers,
but
in
my
opinion,
you
know
recruiting
students
by
zip
codes.
You
know
really
puts
this
academic
excellence.
You
know
of
the
exam
schools
at
risk.
W
You
know
the
thing
about
it.
You
know
we
are.
We
are
olympic
teams,
you
know,
recruit
their
team
members
by
zip
codes.
You
know
we
are
harvard
actually
recruit
their
students
by
zip
codes.
You
know,
we
know
they
wouldn't
because
they
must
recruit
their
members.
You
know
by
high
entrance
standards
in
order
to
remain
competitive.
W
You
know
the
exam
schools
are
called
exam
schools
because
of
the
entry
exams.
You
know
exams
are
not
ideal,
but
it's
one
of
the
you
know
a
best
and
objective
ways
to
identify
qualified
individual
skilled
students.
You
know
for
these
schools
and
also
to
keep
the
schools.
You
know
remain
competitive.
You
know
as
well.
The
counselor
mentioned
pps,
you
know,
has
plenty
of
high
quality
application
based
schools.
I
think
you
know
we
should
make
these
schools.
You
know
more
competing
by
allocating
more
resources.
W
You
know
to
to
this
application-based
schools,
but
not
by
lowering
the
entrance
standards
of
our
top-notch
exam
schools.
I
work
in
science,
you
know
in
our
scientific
field.
You
know
it's
colorblind,
because
major
scientific
breakthroughs
are
benefiting
human
being
as
a
whole,
not
just
the
particular
risks
that
the
scientists
you
know
belong
to.
You
know.
Similarly,
you
know
for
our
social
leaders.
You
know
when
martin
luther
king
jr
said
he
had
a
dream.
He
offered
a
better
future
not
only
for
the
risks
he
belonged
to,
but
also
for
all
the
kids
of
all
colors.
W
You
know
bps
should
not
be
about
race,
but
about
academic
excellence,
about
making
qualified
individuals
to
solve
the
and
solve
the
problems
that
our
generation
is
facing.
I
believe
the
forefathers
established
this
exam
schools
for
the
purpose
of
academic
excellence.
They
have
achieved
their
goal.
You
know
as
the
prestigious
bps
exam
schools
have
become
icons
of
boston
and
are
attracting
top
students
from
all
over
the
city.
W
You
have
no
idea
how
famous
these
exam
schools
are.
You
know
I
heard
about
them.
You
know
long
before
I
came
to
boston.
You
know
it
must
have
been
extremely
difficult
to
make
metropolitan
public
schools
top
schools
in
the
country,
but
you
did
it
boston.
Did
it
it's
just
like
a
miracle
to
many
major
cities,
so
you
know,
let's
respect,
you
know
the
legacy
of
this.
You
know
prestigious
schools
and
keep
their
entrance
exams.
Thank
you.
A
I
Thank
you
very
much.
Thank
you.
So
just
give
you
a
brief
introduction
about
myself
so
based
on
my
first
time
last
name,
you
know
I
come
from
china.
So
actually
I
come
from
south
west,
north
china,
yuan
chongqing,
I'm
very
pro
countryside
and
I
have
a
big
family,
both
my
mom
and
mother.
Well,
both
my
my
mom
and
daddy
are
farmers,
so
I
have
a
seven
savings.
I'm
five
out
of
seven,
so
I
grew
up
step
by
step
from
the
very
bad
country
I
vedic
elementary
school.
I
Eventually
I
went
to
the
college
and
gradually
after
the
exam
I
come
to
boston
university
got
my
church
in
biochemistry,
and
I
went
to
dan
farber
for
postdoc,
so
I
always
told
tell
my
daughter:
you
have
to
work
hard
to
earn
the
life
you
like,
nothing
can
be
guaranteed,
nothing
can
be
guaranteed
and
during
this
hearing
I
heard
not
so
not,
but
lot
of
people
talk
about
equity,
so
equity,
based
on
what
based
on
zip
code
based
on
race,
we
bore
everybody
born
equal,
but
gradually
people
become
different
right.
I
Then,
if
we
want
to
the
better
life
we
have
to
pursue
it,
we
have
to
work
on
it
so
and
also
the
the
mission
take
the
parents
information
into
account
and
especially
affect
this
a
lot,
for
example,
a
parent
income
in
the
lab
code.
So
we
are
so
the
children
want
to
go
to
the
school.
Why
will
a
lot
of
meet
the
parents
go
to
to
the
school
so
why
we
need
to
take
in
take
account
the
parents
information
into
account
and
also,
for
example,
I
have-
I
have
a
full-time
job.
A
Great
thank
you.
Thank
you
very
much
for
your
testimony
this
evening.
I
do
want
to
make
sure
if
there's
anyone
else
in
the
in
the
waiting
room
that
would
like
to
offer
testimony.
A
Tinisha
I
see
that
you've
rejoined
us.
Did
you
have
additional
testimony
to
offer
all
right
council
ricardo,
councillor
mejia?
I
know
that
we've
lost
counselor
wu,
I'm
if
either
of
you
have
additional
remarks
or
closing
remarks
to
offer.
Please
do.
C
Just
thank
you.
I
know
that
you
were
up
until
2
a.m,
because
I
was
up
until
2
a.m.
With
yesterday's
hearing-
and
I
just
want
people
to
understand
that
I
can
be
sort
of
cut
and
dry
in
the
way.
I
look
at
this
because
I
look
at
it
from
the
standpoint
of
racial
equity
before
all
things,
and
I
know
that
examinations
further
racial
inequity,
they
don't
close
those
gaps,
and
so,
if
we're
talking
about
closing
those
gaps,
it's
important
to
me
that
we
use
tools
that
don't
do
that.
C
But
I
also
want
to
be
clear
that
I
hear
families
and
the
one
thing
that
I've
taken
from
today
and
yesterday,
because
it
was
important
to
me
to
listen
to
all
of
that.
Testimony
is
that,
whether
you
are
white
privileged,
not
privileged
a
person
of
color
in
this
city,
there
is
a
belief
that
these
are
the
ways
in
which
you
secure
the
future.
You
want
for
your
children
and
when
we
do
it
in
that
way,
where
it's
me
versus
you,
you
versus
them.
We
create
this
scarcity,
belief
and
it
it's
not
to
anybody's
benefit.
C
It
harms
all
of
us,
even
if
on
the
surface,
it
does
not
seem
like
that,
because
some
of
us
benefit
from
the
inequity
there's
a
harm
being
perpetuated
even
upon
those
children
from
the
experiences
and
the
realities
of
the
world
that
they're
not
getting,
and
so
I
just
want
parents
and
students
to.
C
You're
good
another
hot
mic
moment
there
that's
about
hockey.
It
was
very
pain,
very
tame.
C
In
the
process,
this
is
not
new.
These
are
things
that
have
existed
for
a
long
time
and
I
think
we
do
have
to
move
beyond
having
conversations
about
why
that
happens
and
move
into
a
stage
where
we
no
longer
are
having
conversations
about
parents
feeling,
like
things,
are
being
forced
upon
them
without
their
partnership
without
their
ability
to
speak
before
a
decision
is
made
in
earnest,
and
I
think
we
really
do
have
to
get
to
that
because
it
doesn't
benefit.
C
For
instance
it
does.
It
doesn't
benefit
my
side
of
looking
at
things
from
a
racial
equity
standpoint
to
say
you
know
we're
going
to
do
this
without
buying
and
it
doesn't
benefit
the
other
side.
To
say:
hey,
that's
a
good
point,
or
this
is
a
good
point,
but
this
is
where
we're
coming
from
to
not
be
heard,
and
so
you
know
moving
forward.
C
So
thank
you
to
everybody
who
came
on
the
panel
today
to
talk
about
this,
but
also
thank
you
to
the
parents
and
the
students
and
the
teachers
and
all
the
folks
who
have
come
out
to
basically
say
too
often
it
feels
like
decisions
are
made
for
them
without
them,
and
I
think
that
does
have
to
end.
So.
Thank
you.
F
What
a
marathon
and
thank
you
thank
you
for
your
leadership
and
for
hosting
this
and
for
you
know,
bringing
people
together
to
have
difficult
conversations,
whether
we
want
to
have
them
or
not
right,
and
I
I
also
would
have
to
echo
ricardo
counselor
at
royo's.
F
Sentiments
as
well
is
that
you
know
I
represent
22
neighborhoods,
and
I
understand
that
I
am
just
a
city-wide
counselor
and
I
serve
many
constituencies
and
I
will
always
say
that
you
may
we
may
never
always.
We
may
not
always
agree
on
political
things,
but
you
can
also
always
count
on
me
to
be
a
hundred
percent
in
terms
of
where
I
stand,
and
why
I'm
taking
the
stance
that
I'm
taking-
and
that
is
not
to
minimize
what
we've
heard
here
tonight
from
some
of
the
families
who
have
felt
unheard.
F
I
also
think
that
boston
is
very
uniquely
positioned
in
this
moment
in
time
to
really
bring
ourselves
across
our
differences
together
for
the
greater
good
of
all
right,
and
I
think
that
this
this
conversation
as
it
relates
to
the
exam
school,
is
literally
pitting
asian
parents
against
black
and
brown
parents
and
white
parents
versus
black
and
brown
parents,
and
I
feel
like
that
is
the
wrong
conversation
when
in
reality,
if
we,
if
we
as
parents,
recognize
that
the
system
in
its
entirety
needs
to
be
revamped
and
that
it
that
it's
working
for
all
of
our
students,
then
we
wouldn't
be
having
this
push
and
pull.
F
And
so
I
just
want
everyone
who
tuned
in
tonight
to
know
that
you
are
heard
and
at
the
end
of
the
day.
For
me,
it
really
is
about
making
this
as
fair
as
possible
for
our
student,
all
students,
because
not
everyone,
has
the
same
access
to
resources
and
opportunities
to
excel
in
in
the
exam
space,
and
I
understand
that
there
needs
to
be
something.
F
But
I
just
don't
think
that
the
exam
route
is
is,
is
the
one
thing
that
we
should
be
focusing
on
as
a
way
of
determining
whether
who
has
access
and
who
doesn't?
F
H
A
Thank
you,
councillor
mejia,
and
thank
you
to
councillor
wu,
who
was
not
with
us
right
now
on
council
royal,
for
sponsoring
this
evening's
hearing
and
for
bringing
together
a
number
of
panels.
As
was
mentioned,
it
was
important
to
me
last
evening
to
be
up
until
the
the
end.
A
I
want
to
say
the
bitter
end,
but
until
the
end
to
hear
the
testimony,
because
something
regardless
of
where
you
are
on
this
issue
around
the
exam
school
process,
the
and
I
I
don't
want
to
use
the
term
sides,
because
I
don't
think
that
there
are
sides,
I
think,
there's
a
spectrum
of
concern,
a
spectrum
of
interest
and
a
a
spectrum
of
willingness
to
be
a
part
of
the
conversation
to
make
decisions
about
how
our
schools
are
operated,
how
they
students
gain
admission,
how
we
determine
invitation,
especially
to
our
exam
schools.
A
A
We
have
middle
schools
and
elementary
schools
and
early
education
programs
that
need
our
very
intensive
attention
and
we
need
to
do
it
in
a
very
urgent
way,
especially
right
now
and
during
this
time
and
using
this
time,
to
make
sure
that
we
are
focusing
our
energies
on
the
services
that
are
provided
the
both
academic,
as
well
as
the
social
and
emotional
services
and
sort
of
all
the
other
components
that
go
into
this.
You
know
effort
to
educate
our
children
across
the
city
of
boston.
A
It's
really
important
that
we
do
it
with
very
specific
intention,
but
that
we're
also
doing
it
with
a
a
growth
mindset
and
the
certain
ability
to
include
voices
at
the
table
to
inform
those
decisions,
and
we
saw
that
in
again
part
of
why
I
wanted
to
listen
to
the
170
plus
members
of
our
city,
who
offered
public
testimony
last
night
and
to
understand
their
opinions
and
their
concerns
and
their
thoughts
about
about
this
work.
So
we
will
close
this
hearing
and
there'll
be
additional
questions
for
the
administration.
A
No
doubt-
and
I
imagine
there
will
be
a
time
in
the
near
future,
where
we
will
rejoin
this
conversation
and
continue
it
and
hopefully
continue
to
do
more
work
to
support
our
students
across
the
district,
and
I
do
want
to
note
that
today
I
think,
was
a
difficult
day
across
our
city,
as
we
again
went
fully
remote
for
all
of
our
students,
and
I
want
to
pay
particular.
I
want
to
pay
particular
attention
to
our
students
who
are
receiving
special
education
services
across
the
district.
A
Are
students
who
are
high
needs
and
really
have
come
to
support
need
the
support
of
their
school
communities,
their
teachers
and
service
providers
across
the
district,
and
also
I
want
to
make
particular
note
to
say
that
I'm
thinking
of
our
families,
who
have
our
youngest
children,
who
should
have
come
in
to
our
schools
this
this
week
and
things
have
changed.
So
it's
certainly
a
dynamic
situation.
I
hope
that
everyone
at
home
continues
to
be
safe
and
be
well,
and
with
that
I
will
adjourn
the
meeting.
Thank
you
all.