►
Description
Exam School Admissions Task Force Listening Session 6-23-21
A
B
B
After
I
finish
introducing
the
interpreters,
we
will
activate
the
interpretation
icon
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference.
Our
spanish
interpreter
this
afternoon
is
luz
barreto
longus.
Will
you
please
invite
our
spanish-speaking
audience
to
switch
their
zoom
channel
in
spanish.
D
D
B
B
F
G
G
J
Thank
you,
mr
content.
Buses,
hello,
everyone,
I'm.
B
M
M
B
You
thank
you
all
for
assisting
us
this
evening.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters
and
we
apologize
and
regret
that
we
are
unable
to
secure
american
sign
language
interpreters
for
today's
session.
B
The
demand
for
asl
interpreters
has
increased
tremendously
during
the
pandemic,
as
more
public
bodies
are
holding
remote
meetings.
We
continue
to
work
with
our
partners
at
the
state
on
this
issue.
We
will
now
activate
the
closed
caption
feature
before
we
open
it
to
public
comment.
I'd
like
to
invite
school
committee
chair,
jerry
robinson,
to
say
a
few
words
miss
robinson.
If
you
would
please.
N
Thank
you.
Thank
you,
mr
contemposis,
and
thank
you
to
denisha
sullivan
and
the
entire
exam
schools
admission
task
force
for
leading
this
important
work.
The
task
force
has
been
meeting
since
february,
first
weekly
and
more
recently,
twice
weekly
to
really
examine
this
issue,
learn
from
other
districts
and
hear
from
all
stakeholders.
N
Last
week,
the
task
force
presented
an
update
to
the
school
committee,
outlying
potential
areas
for
consideration.
I
encourage
everyone
to
read
that
update,
which
is
posted
on
the
committee's
web
page
at
bostonpublicschools.org
backslash
school
committee.
The
treat
the
presentation
has
been
translated
into
all
of
the
major
bps
languages.
N
N
N
N
C
C
C
Each
person
will
have
three
minutes
to
speak
and
I'll
remind
you
when
you
have
30
seconds
remaining
after
we
listen
to
those
who
have
testified
signed
up
in
advance
to
testify.
We
will
be
allowing
folks
to
raise
their
hands
virtually,
so
you
can
think
about
whether
or
not
you'd
like
to
testify
will
be
taking
hands.
C
C
C
C
C
C
O
O
Okay,
thank
you
very
much,
so
you
know
last
time
I
make
a
public
testimony.
Somebody
googled
me
fannie
me
find
my
work
email
and
they
send
me
an
email,
try
to
scare
me
away
from
the
public
test
among
me.
O
B
Yang,
if
I
may,
this
is
mr
contempasses.
B
I
wish
you
would
keep
your
comments
to
the
task
at
hand
and
not
in
any
way
talk
about
the
individual
members
of
the
task
force.
I
think
your
comments
in
the
past
have
been
well
documented.
B
We
are
here
to
listen
and
hopefully
to
review
comments
relative
to
the
task
and
the
charge
of
the
task
force,
and
I
would
beseech
you
to
limit
your
comments
to
what
you
feel
the
recommendations
should
be.
I
would
ask
you
to
comply
with
my
request.
O
Okay,
so
yeah
this
this,
I
we
learned
that
rosanna
has
been
working
in
the
field
of
education
in
equity
and
the
critical
jcra.
However,
she
has
never
been
in
an
educator
teacher
or
principal
in
audition.
She
had
many
other
research
in
this
field,
so
their
calculations
based
on
the
outcome,
such
as
the
test
score
over
gps,
has
set
substitutionary
this
difference
between
this.
Based
on
the
outcome.
O
They
can
use
family
wells
to
partially
explain
the
difference
between
white
and
black,
but
how
can
they
explain
action,
no
matter
their
economic
status?
That
can
certainly
do
well
on
tests
and
have
higher
gpas.
O
They
choose
to
equate
this
part
of
the
question,
because
this
part
has
the
true
answer
to
the
question
and
also
a
researcher
who
studied
education.
Equity
is
different
from
a
professional
educator.
I
have
been
a
scientist
studying
cancer
therapy
for
years,
I'm
not
a
physician
who
can
give
advice
to
to
cancer
patients.
O
In
addition,
thousands
of
great
biomedical
research,
piper
published,
has
been
published
in
top
generals
such
as
ceo
nature
and
science.
Every
year,
however,
less
than
five
percent
can
be
translated
to
a
clinical
path,
so
this
means
her
research
on
education.
Equity
could
be
also
could
also
be
wrong
or
useless
20
seconds.
Thank
you.
That's
my
that's.
My
my
testimony
today.
P
Good
afternoon
my
name
is
anna
dorr.
I
am
a
product
of
bps
and
a
parent
of
three
bps
students
in
seventh,
third
and
first
grade
and
I
live
in
west
roxbury.
P
I
have
submitted
more
public
comment
over
this
past
year
than
I
have
ever
before
in
my
life,
but
I
feel
passionately
about
making
our
schools
more
inclusive,
more
equitable
and
more
excellent.
I'd
like
to
revisit
some
of
my
earlier
public
comments.
After
listening
to
the
latest
school
committee
discussion.
P
What
struck
me
from
that
conversation
is
that
the
charge
and
timeline
of
the
task
force
is
misaligned
with
the
scope
of
the
problem
we
need
to
devote
this.
Must
this
much
energy
to
ensuring
every
high
school
student
receives
the
high
quality,
rigorous
college
or
career
preparatory
education
they
are
worthy
of.
P
I
believe
we
can
step
towards
that
with
the
use
of
a
lottery
selection
priority
in
the
exam
school
admissions
process.
Bps
could
use
its
existing
lottery
assignment
system
for
middle
and
high
school
students
to
offer
the
selection
priority
to
students
meeting
the
eligibility
criteria
defined
by
the
task
force,
on
which
I
hope
you
can
find
consensus.
P
Qualified
students
would
be
eligible
to
rank
the
three
exam
schools,
but
also
have
the
opportunity
to
rank
and
receive
priority
at
other
schools
if
they
do
not
win
or
want
an
exam
school
seat.
This
could
expand
the
energy
and
focus
around
the
exam
schools
to
the
other,
high
schools
and
other
students
of
boston.
It
could
disrupt
the
notion
that
there
are
only
three
excellent
bps
high
schools
as
a
result
of
this
kind
of
lottery.
P
We
would
likely
see
cohorts
of
these
high,
achieving
students
enhancing
a
culture
of
excellence
at
other
high
high-performing,
bps
high
schools
one
day
soon.
I
hope
it
doesn't
matter
where
in
boston
you
go
to
school,
that
you
will
have
every
opportunity
for
enrichment
for
rigor
and
be
equally
prepared
for
college
career
and
life,
but
right
now,
without
waiting
for
new
buildings
or
new
schools
to
start
up
this
plan
would
give
many
more
students
the
opportunity
we
say
they
deserve.
C
Thank
work,
mr
our
next
speakers.
I
don't
see
them
signed
into
the
meeting
sharon,
hinton
and
domingos
de
rosa.
If
you're
with
us,
please
raise
your
hand
virtually
we'll
move
on
to
our
next
set
of
speakers.
Q
Now,
woman,
okay,
the
question
before
us
today
is
as
old
as
the
history
of
the
americas,
who
benefit
the
most
from
our
magnificent
wealth
and
who
will
be
deprived
and
suffer
members
of
this
committee.
Whose
side
are
you
on?
Will
you
call
for
small
steps
that
will
provide
a
few
additional
seats
for
our
black
brown
and
low-income
children
so
that
they
may
enter
our
privileged
schools,
or
will
you
take
a
strong
stand
against
racism,
classism
and
privilege
and
embrace
excellence
for
all?
Q
Q
Q
I
agree
with
chairport
paris
and
jerry
robinson
that
we
need
a
system
of
magnet
high
schools,
a
system
of
excellent
choices
for
all
of
our
children,
no
more
exam
schools,
no
more
walls
which
walk
many
of
our
children
from
entering.
Instead,
I
call
on
you
to
support
a
lottery
system
and
use
zip
codes
to
promote
greater
race
class
and
geographic
diversity.
Q
Q
Some
might
may
find
privileged
solutions
outside
of
the
bps
thunder
would
shake
the
foundation
of
our
school
system
and
many
of
them
for
the
sake
of
their
children
and
the
sake
of
our
children
would
use
their
power
and
join
our
struggle
for
excellence.
For
all,
I
call
on
all
of
you
to
choose
justice,
instead
of
just
us
embrace
excellence
for
all,
instead
of
maintaining
privilege
for
a
few
seize
the
times.
R
Hey
there,
can
you
hear
me?
Yes,
we
can
great.
Thank
you.
My
name
is
patricia
kinsella.
I
am
a
former
resident
of
jamaica
plain.
We
moved
a
year
ago
to
northfield
out
in
western
mass
last
night.
I
spoke
about
the
perils
of
using
grade
5,
mcas
scores
and
a
revised
admissions
policy.
This
afternoon,
I'd
like
to
share
the
results
of
two
academic
studies
as
further
food
for
thought.
The
first
examined
possible
interventions
to
increase
diversity
at
bls
bla
and
the
o'brien.
R
The
second
looked
at
the
academic
outcomes
of
college
students
who
were
not
required
to
submit
standardized
test
scores
as
part
of
the
admissions
process.
In
addition,
I'd
like
to
share
surprising
results
from
my
own
analysis
of
advanced
placement
data
by
nearby
district
as
a
cautionary
tale
regarding
lecture
recommendations.
Sorry
about
that
in
2018.
Q
R
So
what
can
we
learn
from
institutions
of
higher
education
that
have
removed
test
scores
as
a
requirement
for
admission
in
2014?
Two
former
admissions
officers
at
bates
college
looked
at
the
academic
outcomes
of
over
eight
years
of
thirty
thousand
students
enrolled
in
colleges
and
universities,
public
and
private,
large
and
small.
To
explore
this
question.
R
R
There
was
no
statistically
relevant
difference
in
either
the
gpa's
or
the
graduation
rates
between
students
who
chose
to
submit
test
scores
and
those
who
did
not,
in
other
words,
had
the
school's
required
test
scores
as
a
requirement
for
entry.
They
would
have
failed
to
admit
a
great
many
students
who
are
fully
capable
of
academic
success
with
students
from
low-income
homes
by
poc
students
and
first-generation
college
attending
students.
Over-Represented
in
the
group
that
would
have
been
denied
entry.
R
Lastly,
to
consider
the
impact
of
teacher
recommendations,
I
share
my
own
professional
experience.
Reviewing
advanced
placement
data
for
a
nearby
district,
there
was
concern
in
the
district's
high
school
that
too
many
unprepared
or
insufficiently
motivated
students
were
entering
the
ap
program
via
the
override
process.
Instead
of
entering
via
teacher
recommendation,
the
district
believed
it
needed
to
tighten
ap
entry
requirements
in
order
to
weed
out
override
students
who
are
not
succeeding
in
the
rigorous
program
when
I
compared
ap
exam
scores
and
ap
class
grades
of
all
students
in
the
program.
However,
I
found
an
unexpected
pattern.
R
R
I
yes
thank
you.
Like
three
sentences
test
scores
may
appear
to
be
an
objective
method
of
identifying
students
for
academic
programs.
They
are
not.
They
are
instead
demonstrably
ineffective
at
identifying
potential
again
while
the
work
of
the
task
force
is
challenging.
I
have
every
confidence
that
you
will
make
recommendations
that
uphold
our
shared
values
of
fairness
and
opportunity
for
all.
Thank
you
for
this
chance
to
testify.
C
C
S
S
I
just
want
to
start
by
saying
how
funny
that
now,
the
chair
of
the
school
committee
says
that
hate
speech
isn't
allowed
at
public
comment
due
to
comments
such
as
quote,
I
hate
white
people
that
have
been
said
recently,
something
I've
said
myself.
Yet,
when
white
folks
were
literally
dragging
people
of
color,
that
warning
was
never
explicitly
said.
Anyways.
S
I
was
asked
by
two
individuals
to
come
and
make
public
comment
testimony
today,
since
too
many
privileged
entitled
and
racist
people
have
been
dominating
these
meetings,
while
spewing
pure
ignorance,
it's
no
secret
that
I'm
against
the
existence
of
exam
schools-
and
I
know
I
know
what
I'm
about
to
say-
may
be
perceived
as
counterintuitive
to
the
conversations
you
all
have
been
having
these
past
several
months.
But
let
this
serve
as
a
sort
of
premonition
to
what
is
to
come
for
bps.
S
The
existence
of
exam
schools
reinforces
a
hierarchical
education
system,
tied
with
capitalism
and
classism,
while
upholding
white
supremacy.
Let
me
say
that
again,
the
existence
of
exam
schools
reinforces
a
hierarchical
education
system
tied
with
capitalism
and
classism,
while
upholding
white
supremacy
for
years.
Children
are
indoctrinated
and
told
that
exam
schools
are
for
the
most
successful
and
what
child
wouldn't
want
to
be
successful,
but
little
do
they
know.
They'd
have
to
have
the
money
and
resources
to
even
prepare
themselves
to
make
it
to
the
exam
schools
and
if
it
hasn't
run
for
anyone.
S
Yet
this
is
where
capitalism
and
classism
starts
to
come
into
play.
So
many
black
and
latino
children
and
families
don't
have
the
money,
resources
or
social
status
to
obtain
this
so-called
college
preparatory
education,
because
historically
white
people
did
everything
they
could
to
make
sure
we
didn't
have
the
generational
wealth
or
a
modern
day,
income
to
adequately
provide
for
ourselves
and
our
families
put
simply
bps
will
never
be
an
anti-racist
district
if
it
continues
to
uphold
these
racist
structures
and
tolerate
the
people
who
protect
them
period.
S
So
what
do
you?
So?
What
do
I
want?
You
may
ask:
I
want
every
school
to
offer
a
rigorous,
diverse,
expansive
education
to
all
students,
regardless
of
where
they
come
from
and
what
they
look
like
without
capitalistic
and
racist
barriers
like
a
standardized
test
getting
in
the
way,
I
want
white
people
to
stop
thinking
that
they're
entitled
to
more
just
because
they've
always
gotten
what
they've
wanted
and
through
colonizing
at
that.
S
S
C
T
T
There
also
seems
to
be
a
fundamental
misunderstanding
of
what
an
exam
school
is.
They
are
not
schools
for
everyone
now
that
in
no
way
means
that
not
every
child
deserves
a
quality
education,
not
at
all
at
every
stage
of
his
education.
A
child
deserves
to
be
nurtured
and
challenged
further
saying
that
the
exam
schools
are
not
for,
everyone
is
in
no
way
stating
or
even
implying
that
gifted
children
are
not
present
in
every
school.
Not
at
all.
T
T
T
C
U
U
U
It
also
doesn't
mean
that
changing
that
system
will
somehow
spell
the
end
of
these
schools.
As
you
know,
before
1963
there
was
no
exam
of
any
kind
required
for
admission
later
for
more
than
20
years,
leading
up
to
the
mclaughlin
suit.
In
the
90s,
there
was
a
different
set
of
rules,
including
set-asides,
to
ensure
underrepresented
students
gained
entry.
U
C
V
Hi,
my
name
is
susie
mcloone,
I
am
from
back
bay
and
I
just
wanted
to
make
a
public
comment
upon
all
of
this.
As
far
as
the
exam
schools
go,
I
think
that's
a
very
important
issue
that
many
people
have
brought
up
how
it
has
been
racist
throughout
the
years,
and
I
also
just
want
to
make
a
public
comment
about
the
idea
that
hate
speech
will
not
be
tolerated,
and
I
think
that
that
is
very
true.
V
It
should
be
very
true
and
is
very
important,
but
I
think
we
need
to
recognize
that
when
someone
from
especially
a
student
is
saying
that
they
hate
white
people,
that
that
is
something
that
is
being
said
to,
I
guess
just
express
the
reality
of
what
has
been
happening
in
our
school
system.
It's
been
a
racist
school
system,
since
I've
been
working
with
it
and
it
has
continually
on
and
on
benefited
a
certain
group
of
families
and
students
and
even
teachers.
V
So
I
just
want
us
to
be
very
clear
about
what
is
hate
speech
and
what
is
not
hate
speech,
and
so
I
would
just
like
to
put
myself
on
the
record
as
to
making
a
comment
about
that,
because
I
think
it's
really
important
to
make
sure
that
we
aren't
just
excusing
what
have
been
decades
and
centuries
of
racism
in
our
country.
V
To
then
you
know,
accuse-
or
I
guess,
intimate
that
when
people
are
expressing
what
has
happened
to
them
in
this
very
racist
system
and
their
feelings
on
it
to
be
hate
speech.
So
that's
what
I
wanted
to
say
and
also
I
do.
I
would
like
to
see
schools
open
for
all
students,
and
not
just
for
students
that
can
pass
a
test
that
seems
well
has
been
proven
to
be
biased
and
racist.
U
W
W
So
I
I
really
am
not
current
on
all
the
different
options,
but
I
did
I
did
hear-
and
I
know
you
said
not
to
specifically
mention
people,
but
I
would
like
to
say
I
did
hear
what
jerry
robinson
said
about
just
the
idea
of
they're
not
being
winners
and
losers
and
expanding
exam
schools,
and-
and
I
do
want
to
just
support
that
idea-
and
I
also
support
the
previous
speaker.
That
said,
you
know
she's
going
to
die
on
the
hill
of
it
being
rigorous.
W
I
do
think
that
these
schools
are
not
for
everyone,
and
my
son
is
going
there,
but
it's
because
and
he's
going
to
bla
and
I
didn't
we
chose
bla
over
bls
because
I
didn't
feel
like
bls
was
the
right
school
for
him
and
I
don't
think
these
schools
are
right
for
every
child,
but
I
do
think
that
they
should
be
preserved
for
the
kids
who
they
are
intended
for,
and
that
does
mean,
of
course,
all
the
kids
in
boston.
I
don't
think
it
should.
I
do
think
it
should
be.
W
I
do
think
that
equity
should
be
considered
and
the
highest
priority.
What
I
do
want
to
say
is
just
I
do
think
exams
do
have
a
place.
Grades
are
subjective
and
they,
you
know
the
teacher,
the
relationship
with
the
students,
the
teacher
affects
grades,
but
what
if
it
was
an
exam
that
just
was
a
base
requirement
like
it
wasn't
right
now
it's
used
to
rank
right
the
amount,
the
the
test.
W
The
score
you
get
on
test
gives
you
a
complete
score
and
that
there's
a
cut
off,
but
what
the
test
was
just
a
baseline
to
see
whether
kids
qualify
or
not
qualify,
but
there
was
enough
room
for
all
the
kids.
I
think
that
would
be
a
better
goal
to
have
just
enough
spots
for
all
the
kids
that
these
schools
are
intended
to
serve.
C
X
X
X
I
also
have
listened
to
parents
and
community
members
within
the
public
comment,
and
I
believe
that
two
at
least
two
members
of
this
task
force
were,
in
my
opinion,
targeted
very
unjustly,
and
I
think
that
it's
a
very
difficult
place
to
be
for
any
member
of
the
task
force
here
and
yet
you
know
one
is
evasion,
descent
and
one
is
black,
and
I
just
think
that
that
is
tell
telling
of
what
has
transpired
in
terms
of
this
work.
X
X
I
would
love
to
see
what
that
data
would
show
for
us
for
actually
a
second
year
in
terms
of
the
school
year,
because
it
was
such
a
pivotal
time
for
the
students
and
for
the
task
force
that
is
here
to
be
reconvened
with
these
members
in
terms
of
going
forward
and
continuing
this
work,
so
that
there
is
more
time
in
terms
of
getting
it
at
the
best
that
you
can
at
this
point,
and
I
know
that
consensus
is
something
that
you
are
trying
to
do.
X
I
don't
know
if
it
ultimately
will
be
consensus
or
it
will
end
up
being
a
vote
which
may
may
or
may
not
take
place
tomorrow
anyway.
I
I
do
also
want
to
make
one
comment
regarding
hard-working
students
in
rigor,
any
student
at
bps
should
have
the
same
opportunity
to
have
rigor
as
well
as
hard
working.
X
I
don't
know
how
many
students
I
have
come
across
that
are
not
hard
working
and
whether
or
not
they
are
part
of
the
rigor
is
another
thing
in
terms
of
bps
but
to
and
to
say
that
the
rigor
will
be
diminished
because
of
the
fact
that
there
is
more
opportunity
for
black
and
brown
students
at
the
exam.
Schools
is
racially
targeted
period,
and
I
don't
know
what
else
to
say
about
that
anyway.
X
Y
Sorry
I
had
a
bit
of
a
technical
problem.
Thank
you
very
much
for
the
opportunity
to
testify
today
in
front
of
the
exam
schools
admissions
policy
task
force.
My
name
is
vanessa.
Calderon
rosado,
I
am
the
chief
executive
officer
of
fiba
and
quilinos
park
was
an
accident,
a
community
development
corporation
in
boston,
south
and
providing
affordable
housing
and
education,
financial
empowerment
and
arts
programs.
Y
Y
The
percentages
of
black
and
latino
sixth
and
eighth
graders,
given
the
opportunity
to
enroll
boston,
latin
school
in
2017
were
more
than
two
and
a
half
times
below
their
district-wide
enrollment
rates,
and
we
know
we
can
do
better.
We
must
move
away
from
the
exam
that
does
not
align
with
state
standards
and
fails
to
test
on
topics
not
taught
in
bps.
Y
Black
applicants
increased
their
share
of
total
substances
rising
to
24
from
18
last
year,
and
latino
applicants
represent
28
of
acceptances
this
year
or
from
20
up
from
24
last
year.
So
I'm
here
to
ask
you
to
please
increase
opportunities
for
all
students
by
adopting
the
following
recommendations
and
proposals.
Y
Proposals
that
bps
employ
a
holistic
model
to
evaluate
students
individually
and
stick
to
it
meet
admit
an
academically
excellent
class
that
is
diverse
across
multiple
dimensions,
including
socioeconomic
status,
school
of
attendance
at
the
time
of
application,
artistic
or
athletic
ability,
community
service,
race,
ethnicity,
prior
attendance
to
bps
schools
and
zip
code.
I
thank
you
so
much
for
your
time
and
appreciate
the
work
that
you're
doing
and
the
leadership
that
you're
showing
in
this
process.
Thank
you.
C
I
Okay,
so
hello,
everyone
I
want
to
I'm
here
to
speak
for
my
group
and
that
group
is
the
josiah
quincy
school
that,
on
behalf
of
the
parents,
I
want
to
talk
to
you
about
the
exam,
the
exam
school
mission.
Last
year
we
have
in
the
past
year,
we
have
about
90
students
get
into
the
exam
school
in
the
past
previous
years
before
covert.
I
We
work
really
hard
to
provide,
try
our
best
to
provide
tutoring
and
try
to
train
them
academically
and
to
to
have
a
lot
of
practice
in
so
many
ways
just
try
to
give
them
an
opportunity
to
go
to
exam
school
and
what
happened
last
year.
It's
really
heartbreaking
and
we
felt
like
all
our
hard
work
for
all
these
years,
were
in
vain.
Z
I
The
exam
school
is
not
for
everyone,
and
we
it's
important
to
maintain
the
figure
and
then
allow
student
who
has
the
ability
to
to
bearish
in
these
schools.
So
we
believe
is
the
students
are
not
meeting
the
ability
that
is
good
enough
for
the
exam
school.
Perhaps
this
is
best
for
them
to
stay
in
a
different
school.
Z
Z
I
So
we
believe,
compared
to
the
past,
70
of
our
students
was
not
getting
the
placement
that
they
deserve,
because
those
those
emission
availability
was
distributed
in
different,
zip
codes.
So
we
believe
a
really
good
in
that
in
our
neighborhood.
All
our
really
good
students
are
not
giving
the
choice
they
were
supposed
to
going
to
this
exam
school
to
further
the
education.
Z
I
C
B
Thank
you,
miss
sullivan.
Before
I
go
to
my
closing
comments,
I
would
like
to
recognize
that
three
additional
members
of
the
task
force
have
joined
us
during
the
course
of
this
meeting:
school
leaders,
grasa
and
skerrit,
and
one
of
our
parent
representatives,
ms
guerri,
for
the
record.
B
The
testimony
that
was
given
is
very
important
to
the
task
force
and
to
the
school
committee
and
rest
assured
that
we
will
review
the
statements
both
written
and
oral,
that
were
given
today.