►
Description
Boston School Committee Exam Schools Admissions Remote Listening Session 7-7-21
A
A
A
A
A
F
F
D
D
A
Our
american
sign
language
interpreters
for
this
evening
are
katie,
mcfarlane
and
lucille
traynor
want
to
thank
you
all
for
assisting
us
this
evening.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
Again,
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters
again.
Welcome
everyone,
and
thank
you
for
joining
us
tonight.
This
is
a
listening
session
for
the
public
to
share.
A
So
I
have
asked
the
superintendent
and
her
team
to
share
the
data
from
the
task
force
simulations
using
the
20
percent
straight
rank,
city-wide,
80
percent
census
tract
tears,
as
recommended
and
100
percent
census
tract
tears.
She
and
miss
hogan
will
provide
a
brief
presentation
before
we
open
it
up
to
public
comment.
A
M
Thank
you,
madam
chair,
and
thank
you
again
for
having
this
additional
session
and
for
providing
the
leadership
to
make
sure
that
we
are
fully
transparent
and
that
we
are
listening
to
and
hearing
from
our
community.
I
just
want
to
remind
the
school
committee
that
the
working
group
or
the
task
force
met
24
times.
M
M
The
reason
for
this
was
to
address
concerns
from
our
parents
and
students
in
public
around
the
diversity,
both
this
racial
and
social
and
economic
diversity,
as
well
as
geographic
diversity
across
the
city
of
boston.
So
this
is
really
an
endeavor
to
look
at
how
students
access
our
three
exam
schools.
M
As
you
know,
there
were
a
couple
of
different
concerns
around
the
way
that
we
assess
students
and
that
we
actually
assess
students
also
with
grading
and
how
we
look
at
gpa
and
then
also
just
that
there's
a
fair
opportunity
throughout
all
of
boston,
in
terms
of
where
you
live,
so
that
you
can
have
a
fair
chance
at
achieving
access
to
one
of
the
three
exam
schools.
Next
slide.
M
So
who's
eligible
broad
agreement
around
the
use
of
both
assessment
and
grades
came
out
of
the
task
force.
They
decided
that
there
would
be
in
the
2223
year
to
provide
for
one
more
year
of
mitigating
the
effects
of
covid
that
they
would
not
provide
an
assessment
next
year,
but
be
full
grades
only
next
year.
M
They
would
also
provide
a
high
poverty
indicator
with
10
or
15
points,
depending
on
where
you
fit.
If
you
were
be
a
student
in
housing,
a
student
who
was
with
dcf
or
a
student
who
was
homeless,
then
you
would
receive
15
points.
If
you
attended
a
school
that
was
high
poverty,
then
that
would
be
an
additional
10
points.
M
M
M
N
N
N
N
N
N
And
similar
to
the
last
slide,
this
slide
shows
the
simulation
results
by
zip
code.
So
you
will
see
the
same
column
headers
as
before,
showing
the
school
year,
2021
invitees
school
year,
2122
invitees
in
purple,
and
then
the
results
of
the
simulations
20,
city-wide
80,
tears
in
blue
and
the
100
tears
in
orange.
A
I
also
want
to
thank
the
exam
school
admission
task
force
for
the
countless
hours
that
they've
devoted
to
this
process
on
june
30th.
The
task
force
presented
its
recommendation
to
the
committee
and
I
recommend
everyone
to
read
that
presentation,
which
is
posted
on
the
committee's
web
page
at
bostonpublicschools.org,
backslash
school
committee.
A
Again
tonight
is
an
opportunity
for
us
to
hear
from
the
community
before
the
committee
votes
on
the
final
exam
school's
admission
policy
on
july
14th.
I
know
this
can
be
a
very
emotional
issue.
I
ask
that
you
please
keep
your
comments
respectful
and
use
this
as
an
opportunity
to
learn
from
one
another.
As
we
plan
a
path
forward
for
our
students,
we
will
now
move
on
to
public
comment.
B
Thank
you,
madam
chair.
We
have
63
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
I
will
remind
you
when
you
have
20
seconds
left.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
Please
take
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
raise
your
hand
virtually
also
make
sure
you're
signed
into
zoom
with
the
same
name.
You
used
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
B
Only
speakers
who
turn
on
their
camera
will
be
allowed
to
testify.
Speakers
who
do
not
wish
to
be
on
camera
can
submit
their
testimony
in
writing.
Once
we
invite
you
to
move
in
as
a
panelist,
your
window
will
close
as
an
attendee
and
reopen
as
a
cannabis.
Please
turn
on
your
camera
and
unmute
yourself.
B
O
O
Thank
you
very
much,
so
my
name
is
ricardo
royale,
I'm
a
boston
city
counselor.
I
represent
high
park
matapan
in
roslindale,
I'm
also
a
product
of
boston,
public
schools,
including
one
of
our
exam
schools,
the
john
b
o'brien.
I
I'm
here
today
to
testify
in
favor
of
100
tears
as
being
the
system
that
we
use
getting
in,
and
I
want
to
give
a
little
bit
of
the
history
within
this
two
minute
frame.
For
for
how
and
why
I
believe
in
this
you
know
I
grew
up
in
boston.
O
O
I
would
actually
be
at
these
meetings
in
the
old
building
and
I
would
watch
these
meetings
and
as
a
child
that
was
able
to
absorb
it,
and
then
I
was
able
to
see
the
impact
in
the
school
that
I
was
attending
at
the
time
the
sarah
greenwood
about
whether
or
not
we
would
get
certain
materials
or
certain
classes
in
programming,
and
so
that
was
an
early
education
for
me.
But
an
even
earlier
education
for
me
was
an
inequity.
O
Before
my
father
became
a
school
committee
member,
he
was
actually
the
secretary
of
education
from
the
city
of
boston.
In
that
role
we
actually
had
two
good
salaries
at
the
time.
My
mom
was
a
btu
teacher,
and
so
I
went
to
the
thatcher
montessori
milton
when
he
became
a
school
committee
member.
As
you
know,
you
operate
on
a
stipend
and
to
keep
that
job.
O
He
turned
down
that
secretary
of
education
job
and
that's
when
I
became
a
boston,
public
school
student
at
the
age
of
six
or
seven
and
the
amount
of
inequity
between
what
I
was
getting
and
receiving
at
the
thatcher
monster
store
and
what
I
was
receiving
in
boston,
public
schools
stuck
with
me
for
the
rest
of
my
life
as
a
six
or
seven
year
old.
I
was
very
aware
that
there
was
an
education
system
out
there.
O
There
were
resources
out
there
that
I
no
longer
received
that
I
had
once
received,
and
so,
as
we
now
talk
about
what
that
looks
like
from
the
90s
to
to
now,
we've
seen
that
inequity
bear
out
and
the
process
and
who
gets
into
our
exam
schools
and
who
doesn't.
It
has
real
socioeconomic
impacts
and
has
real
racial
impacts,
and
we
just
have
to
be
honest
about
that.
O
Thank
you.
Yes,
I
will
sorry
that's
a
habit.
I
have
so
thank
you.
So
we've
seen
that
bear
out
in
the
data-
and
I
think
part
of
what
I
really
deeply
appreciate-
and
I
want
to
thank
this
committee,
as
well
as
the
task
force
for
their
dedication
to
coming
up
with
a
plan
that
really
addresses
sort
of
these
inequities
that
we
have
deeply
rooted.
O
For
me,
the
100
tier
plan,
besides
having
consensus
of
that
task
force,
which
I
think
is
a
difficult
thing
to
achieve
amongst
anybody,
also
actually
impacts
the
socio-economic,
racial
demographics.
All
of
the
different
things
in
the
city
that
show
a
more
fair,
balanced
fare
process,
and
what
I
really
want
to
stress
to
folks
is
somebody
who
has
a
ged
but
went
to
the
exam
schools
myself,
there's
a
number
of
outside
factors
that
impact
people
when
they're
in
our
school
system,
whether
it's,
what
the
environment
they
live
in.
O
What
what
stresses
and
traumas
they're
dealing
with,
and
what
they're
addressing
the
fact
of
the
matter
is.
I
was
an
excellent
test
taker
that
did
not
always
make
me
an
excellent
student.
We
have
excellent
students
who
are
not
excellent
test
takers.
None
of
that
goes
to
to
actually
show
their
ability
to
handle
the
rigor
or
to
make
it
through
these
processes,
and
the
reality
is
the
more
opportunities
we
give
to
those
kids,
the
more
they're
going
to
surprise
you
with
what
that
does
and
what
they're
actually
allowed
to
do.
O
Very
characterized
ways
does
not
in
any
way
implicitly
show
whether
or
not
they
can
handle
or
do
well
at
a
school
like
boston,
latin
or
boston,
land
academy
or
the
o'brien,
and
so
I
hope
that
we
come
to
agreement
and
and
support
fully
the
idea
of
the
hundred-tier
program,
a
100-tier
assessment
program
to
get
kids
into
these
schools,
and
I
think
that's
the
fairest
way
to
actually
go
about
addressing
that
chart.
So
thank
you.
P
Good
afternoon
superintendent
and
school
committee
members,
my
name
is
emmanuel
bogamondi
and
I'm
a
rising
senior
at
barcelona
school
as
well
as
a
west
roxbury
resident.
I'm
here
to
talk
about
the
task
force's
recommendation
for
the
exam
school
admissions
earlier
this
school
year.
I
testified
in
support
of
the
exam
school
recommendation
that
the
working
group
gave,
although
I
am
glad
that
there
has
been
work
going
on
to
bring
equity
and
diversity
into
the
exam
schools.
It's
heartbreaking
that
so
close
to
the
end.
It
feels
as
if
we're
going
four
steps
backwards.
P
The
past
couple
of
weeks,
it
has
felt
like
step
after
step
with
the
resignation
of
dr
rivera,
followed
by
miss
oliver
davila,
ripping
away
the
two
latina
representatives
on
the
committee
and
then
to
have
the
diligent
work
of
the
task
force
undermined
by
puppeteering
politicians.
It's
shameful
and
disgusting.
P
Not
only
is
the
20
percent
proven
to
be
allocated
to
the
privileged
and
well-resourced
families,
but
take
a
moment
to
think
about
the
impacts
that
this
type
of
system
would
have
on
the
students
of
the
exam
school.
As
isabel
wilkerson
says
in
her
novel
cast,
a
caste
system
is
an
artificial
construction.
A
fixed
and
embedded
ranking
of
human
value
that
sets
the
presumed
supremacy
of
one
group
against
the
presumed
inferiority
of
other
groups.
P
B
Q
Every
student
in
boston
has
the
right
to
the
same
chance
at
getting
into
an
exam
school
which
the
proposed
plan
does
not
provide
a
problem
that
students
will
face
as
a
consequence
of
the
bonus
points,
system
is
being
discouraged
from
trying
as
hard
as
their
peers
during
their
elementary
school
years
and
leading
to
an
unfortunate
domino
effect,
knowing
that
they
would
get
an
extra
10
to
15
points
added
to
their
grade,
just
because
of
their
socio-economic
status.
They
wouldn't
feel
the
same
pressure
to
need
to
try
as
hard
as
a
more
privileged
student.
Q
There
are
several
solutions
to
this
problem
other
than
the
suggested
plan
that
would
be
more
fair
to
all
students.
These
could
include
adjustments
to
the
entrance
exam
to
align
with
curriculums
better
having
better
communication
with
students
from
underrepresented
groups
to
combat
the
severe
lack
of
knowledge
about
the
ise
and
lower
income
neighborhoods
and
prioritizing
minorities
with
the
exam
school
initiative
which
has
been
proven
to
work
in
the
early
2000s.
This
initiative
targeted
black
and
latino
populations,
reversing
the
downward
trend
of
their
enrollment.
Q
Q
Q
B
R
S
A
current
problem
and
consequence
that
is
not
considered
by
the
proposal
is
gentrification.
Rapid
gentrification
is
already
an
issue
in
boston
as
more
new
apartment.
Buildings
are
built
in
poorer
neighborhoods,
resulting
in
less
space
for
local
and
small
businesses
and,
as
rental
spaces
become
more
expensive.
Neighborhoods
like
chinatown
residents,
are
already
moving
out
to
other
neighborhoods.
Many
parents
see
a
mission
to
exam
school
as
their
children's
first
step
to
success.
Some
parents
even
go
as
far
as
to
stay
in
the
city
for
their
children
to
be
given
a
chance
to
learn
at
these
schools.
S
With
this
change
in
the
admissions
system,
the
children
of
chinatown
and
many
other
neighborhoods
have
significantly
less
chances
to
achieve
this
exam
school's
dream
the
dream
that
will
guarantee
their
future
success.
Parents
of
these
children
will
feel
forced
to
move
their
families
out
of
chinatown
disturbing
the
cultural
values
of
the
place
and
making
the
chinatown
community
a
show
of
what
it
was.
One
neighborhood
would
be
seen
as
more
valuable
than
another
due
to
the
high
rates
of
the
mission
with
this
proposed
system.
S
These
are
only
a
few
of
the
consequences
in
just
one
neighborhood.
Imagine
if
the
situation
of
other
neighborhoods
were
carefully
analyzed,
there
would
be.
There
would
for
sure,
be
many
issues
just
as
severe.
If
not
more
communities
would
be
broken
apart
by
the
system
that
divides,
foster,
neighborhoods,
possibly
even
inciting
more
conflicts
between
neighborhoods
with
the
implementation
of
the
zip
code
system,
it
can
be
said
without
doubt
that
there
will
be
immense
turmoil
in
boston.
Thus,
I
urge
you
to
reject
the
plan
until
further
analysis
and
evaluation
is
done
by
bps.
Thank
you.
B
T
T
Please
stop
forcing
our
children
to
learn
how
to
take
exams
which
are
not
a
reliable
measure
of
their
intellectual
abilities,
but
are
rather
an
indicator
of
their
extent
of
immersion
in
a
predominantly
mainstream
upper
middle
class,
upper
middle
white
class
culture.
Instead,
please
invest
in
supporting
teachers
and
out
of
school
providers
to
be
more
effective
at
implementing
high
quality,
pedagogical
content,
knowledge
and
stem,
but
also
trainings,
to
prevent
implicit
bias.
T
Each
and
every
student
should
have
access
to
high
quality
learning,
not
just
those
who
attend
an
exam
school.
Each
child's
future
should
not
be
determined
by
the
school
they
attend.
This
exam
school
policy
is
ultimately
racist
and
it
separates
our
children
from
each
other.
Our
children
are
not
only
learning
from
their
teachers,
but
also
from
their
peers.
T
T
V
V
V
V
V
While
I
personally
disagree
with
some
aspects
of
their
agreement,
your
monthly
agreement
should
be
the
only
proposal
that
should
be
on
the
table.
Today.
Godfather
intervenes
godfather
made
an
awful
threat
that
the
co-chairs
of
the
task
force
couldn't
refuse.
Others
probably
receive
similar
threats,
godfather's
race
and
this
racist
agreement,
which
is
in
front
of
us
today.
We
guarantee
that
20
of
the
seats
be
reserved
for
the
most
privileged
applicants.
V
Most
of
them
would
choose
to
enter
boston.
Latin
very
few
of
them
would
be
our
black
brown
and
low-income
children.
The
current
racist
system
would
be
maintained
the
day
the
godfathers
agreement
came
before
the
school
committee.
The
city
council
overwhelmingly
approved
the
school
committee's
budget
and
the
superintendent's
contract
was
extended.
Are
these
three
things
connected?
V
How
else
was
the
public
re
betrayed?
A
second
godfathers?
I'm
almost
done.
The
godfather's
agreement
is
ratified.
White
hypocrisy,
white
corruption,
white
privilege
and
white
power
have
once
again
triumphed
if
godfather's
agreement
is
acceptable.
This
unelected
and
unaccountable
school
committee
and
their
superintendent
have
no
legitimacy.
B
W
W
When
I
say
that
I'm
talking
about
what
kind
of
school
system
bps
will
be
for
my
children
and
their
friends
in
the
coming
years
as
a
boston
parent,
I
have
received
no
shortage
of
advice
about
schools
which
are
good
which
aren't
where
to
go.
If
we
don't
win
the
lottery
or
get
an
exam
school
seat,
and
even
whether
we
should
stay
in
boston
at
all,
the
one
constant
in
this
advice
is
the
use
of
whiteness
as
a
proxy
for
school
quality.
W
W
Influence
was
evident
in
the
last
minute
change
to
the
task
force,
recommendations
after
months
of
discussion
and
public
input,
after
compromises
on
the
use
of
an
assessment
and
dropping
a
qualified
lottery.
Powerful
interests
used
undue
pressure
to
set
aside
the
first
20
percent
of
invitations
for
our
most
advantaged
students.
W
W
W
I
don't
think
that
future
is
possible
when
we
consistently
cater
to
the
demands
of
a
powerful
minority
of
that
views,
our
schools
as
a
zero-sum
competition,
the
less
opportunity
hoarding
we
allow
the
more
demand
there
is
to
invest
in
all
our
schools.
So
to
that
end,
I
urge
you
to
follow
the
100
socio-economic
tier
recommendation
of
the
task
force.
Thank
you
very
much.
Y
That,
okay,
my
name
is
lisa
green,
I'm
a
bls
parent
from
the
north
end
and
I'm
here
on
behalf
of
the
boston
coalition
for
education
equity.
After
four
months
of
intense
study
and
debate,
the
exam
school
admissions
task
force
agreed
to
assign
100
of
seats
by
rank
in
socioeconomic
tiers.
The
data
is
clear.
Having
20
of
seats
set
aside
from
the
tiered
system
only
helps
the
city's
most
privileged.
Y
The
evidence
simulations
run
by
bps
last
year's
admissions
data
chicago's
similar
admissions
plan,
all
show
that
20
set-aside
would
continue
to
enable
the
unjust
concentration
of
wealthier
white
families
in
the
city's
most
resourced
school.
It
would
give
more
to
those
who
have
more
and
harm
those
who
have
less.
The
boston
coalition
for
education,
equity
strongly
supports
and
urges
the
school
committee
to
move
forward
with
the
recommendation
of
the
task
force
that
they
had
originally
agreed
upon.
Y
100
of
seats
distributed
by
rank
in
socioeconomic
tiers,
the
task
force
is
charged,
and
the
school
committee's
duty
is
to
ensure
that
the
new
policy
creates
an
exam
school
student
body
that
better
reflects
the
racial,
socioeconomic
and
geographic
diversity
of
the
city.
That
is
unquestionably
not
accomplished
by
the
20
percent
set
aside.
It
is
by
the
task
force's
original
100
recommendation,
which
is
a
significant
step
towards
equity
and
justice.
The
sudden
force
shift
to
a
set
aside
for
the
privilege
seeks
to
continue
rather
than
disrupt
the
cycle.
Y
That's
kept
this
oppressive
system
of
entrenched
for
so
long.
This
is
what
systemic
oppression
looks
like
powerful
public
and
private
forces
colluding
behind
the
scenes
to
override
a
democratic
process
in
service
of
their
own
racial
and
class
privilege.
The
school
committee
has
an
opportunity
to
break
that
cycle
by
opening
the
doors
of
the
city's
three
academically
selected
schools
to
a
more
diverse
group
of
talented
students
who
look
like
the
boston.
We
are
now
and
will
lead
us
to
the
boston.
We
want
to
be
members
of
the
school
committee.
Y
You
must
make
the
choice
to
break
this
cycle,
keep
the
100
if
you're
listening
and
want
to
tell
the
school
committee
to
keep
the
100
plan.
Please
visit
the
boston
coalition
for
education
equity
website
at
bossetteequity.org,
where
you
can
email
your
elected
officials
and
sign
our
petition.
Thank
you.
B
Z
Hi,
can
you
hear
me?
Yes,
thank
you.
Thank
you.
My
name
is
dara
murphy.
I
live
in
dorchester
and,
as
you
know,
I
am
a
member
of
the
facebook
group,
equitable
and
transparent
bps
admissions
and
the
boston
parent
coalition.
I
will
be
brief.
Any
boston
resident
who
has
been
paying
attention
to
the
exam
school
task
force
and
boston
school
committee
for
the
past
year
knows
that
this
listening
session
is
an
exercise
in
futility.
The
intention
of
the
school
committee
is
to
rubber
stamp,
whatever
the
task
force
recommends.
Z
In
october,
this
school
committee
sent
secret
text
messages
to
each
other
and
was
caught
on
an
open
mic
during
their
meeting,
in
which
they
made
clear
their
anti-asian
bias
and
their
desire
to
harm
neighborhoods
like
west
roxbury,
which
they
admitted
they
quote
hated
three
school
committee
members,
including
two
chairpersons,
have
been
forced
to
resign
because
of
their
racist
comments
in
direct
relation
to
the
exam
school
policy.
Those
text
messages
were
hidden
from
the
public
and
from
the
federal
court,
prompting
the
judge
to
hold
a
hearing.
Z
Because
of
this
school
committee
and
superintendent's
quote:
potential
fraud
on
the
court.
End
quote.
That
alone.
Should
be
enough
to
put
this
process
on
pause,
the
members
of
this
school
committee,
the
superintendent
and
the
exam
school
task
force
have
lost
all
credibility
and
whatever
trust
they
had
with
the
public
because
of
your
anti-asian
bias,
your
demonstrated
contempt
for
entire
neighborhoods
of
boston
and
the
mockery
you
have
made
of
yourselves
and
the
rule
of
law
in
federal
court.
Z
AA
AA
When
you
adding
this
10
or
15
points
poverty
bonus,
the
consequence
is
totally
unknown.
Where
students
have
the
non-high
poverty
school
have
to
be
an
entire
grid,
they
will
hire
in
order
to
achieve
the
same
equity.
Also.
What
about
here?
The
49
social
economic
level?
Instead
of
assumption,
they
are
50
percent,
so
all
of
these
on
questions
are
not
tested
and
totally
not
unfair.
AA
AA
Instead,
we
should
increase
the
more
better
school
like
elementary
school,
to
increase
the
pipeline,
and
also
we
could
using
the
budget
to
build
more
better
school
system,
equipped
better
equipment
and
also
better
training
to
the
teachers
so
that
we
yeah
everyone
will
win.
Instead
of
now,
you
give
extra
10
or
20
15
points
to
those
other
kids,
as
the
previous
two
young
girls
mentioned
that
we
you
actually
not
encourage
these
two
things,
and
in
order
for
the
u.s
to
be
compete
technology
with
other
countries,
you
cannot
just
ask
other
countries.
AA
B
B
AC
Thank
you
I'd
like
to
ask
the
committee
members
and
the
public
who
are
listening
to
make
space
for
the
idea
that
good
people
can
disagree
about
the
best
way
to
admit
kids
into
the
exam
schools.
We
can
have
compassion
for
other
people's
points
of
view,
especially
when
the
subject
is
as
important
and
fraught
as
our
children's
education.
AC
With
regard
to
the
current
recommendation,
I
do
think
it's
a
compromise.
We
heard
from
members
of
the
task
force
and
the
public
on
lots
of
ideas
from
a
lottery
to
keeping
the
test
in
grades,
50
50
to
a
tiered
approach.
Not
everyone
is
completely
happy
with
it
and
that's
okay.
That
may
be
a
sign
that
we
listen
to
each
other
into
lots
of
voices
and
try
to
reach
consensus.
AC
AC
Secondly,
almost
all
bps
schools
will
qualify
as
high
poverty
schools,
some
of
the
ones
that
don't
are
right
on
the
edge
of
50
poverty
rate.
Given
the
bps
assignment
system,
kids
can
live
on
the
same
street
and
go
to
all
different
schools,
so
while
those
children
would
seem
similarly
situated
slight
differences
in
their
schools
mean
that
one
child
gets
a
10
point
advantage
over
his
or
her
next
door.
Neighbor.
I
can't
imagine
that's
what
the
group
intended.
AC
Similarly,
kids
change
schools
frequently
if
a
child
was
mostly
educated
in
a
high
poverty,
school
from
say,
k
to
four,
then
switch
schools
and
k
in
grade
five.
He
or
she
would
essentially
be
the
type
of
student.
This
plan
is
trying
to
help
would
not
get
the
additional
bump
and
the
reverse
could
be
true
if
parents
would
send
their
kids
to
a
high
property
school
in
sixth
grade
or
fifth
grade
to
attain
the
advantage
for
adding
more
reliance
on
grades.
The
70
30
split
is
surprising
to
me.
AC
There
were
lengthy
discussions
about
great
inflation
and
grade
deflation,
as
well
as
the
different
grading
systems
across
school
types
further
grade
using
grades.
Only
this
year
means
again
there's
only
one
data
point,
first
per
student,
resulting
in
more
ties
and
more
randomly
generated
selection
of
students.
AC
Lastly,
adding
10
or
15
points
to
a
student's
composite
score
is
a
huge
change.
15
points
makes
all
b
students
look
like
a
plus
students
that
seems
extreme
to
me,
and
I
would
advocate
for
a
smaller
bump
that
gives
an
assist
to
disadvantaged
students
without
pretending
that
a
b
is
an
a
plus.
I
also
worry
that
a
b
student
will
have
a
negative
experience
with
a
fast
paced,
intense
workload
at
a
school
like
bls.
AC
B
AD
AD
Parents
and
students
can't
wait
until
the
schools
get
it
together.
If
you
haven't
already,
I
recommend
reading
why
we
can't
wait
by
the
reverend
dr
martin
luther
king
jr.
I
think
a
step
forward
is
the
task
force
recommended
consensus
prior
to
the
political
interference
of
the
100
tiered
option.
However,
I
don't
believe
that
incremental
option
is
the
radical
movement
bostonians
need
in
order
to
transform
our
education
into
the
world-class
academic
opportunities
that
our
students
and
families
require.
AD
This
step
should
only
be
a
temporary
solution
toward
eliminating
all
exam
schools.
We
need
to
make
all
schools
quality
schools
instead
of
pitting
parents
and
neighborhoods
against
each
other
again
at
this
moment
in
time
when
there
are
so
many
demands
in
fixing
bps,
let's
focus
on
the
students
and
expanding
what
bps
offers
and
not
just
fix
the
buildings.
Although
that's
very
important,
if
we
don't
more,
parents
will
continue
to
leave
bps
along
with
the
over
four
thousand,
have
already
gone
somewhere
else,
and
our
graduates
will
be
unable
to
complete
globally.
Thank
you.
B
AE
AE
I
do
wish
that
there
was
a
lottery
option,
because
I
think,
as
some
speakers
have
talked
about,
their
concerns
with
complexity
or
the
grade
levels,
or
things
like
that
grade
subjectivity
a
lottery
would
help
with
all
of
that.
But
that's
not
the
point.
The
point
is:
is
that
whether
I
agree
with
all
the
task
force
members
or
not,
they
were
a
representative
sample
of
who
cares
about
this
issue
and
they
spent
a
lot
of
time
and
they
came
up
with
a
solution
that
they
all
agreed
with.
AE
B
B
AF
AG
AF
AF
Pre-Pandemic
data
from
bps
showed
that
97
of
accepted
students
had
a
plus
and
a
grades
compared
the
grades
of
2021
and
2020
invited
students.
I
believe
there
was
a
huge
great
inflation
at
spring
semester
of
fifth
grade
and
4th
semester
of
6th
grade,
even
when
gta
has
only
50
percent
of
weight,
because
the
one
year
interim
plan
was
a
surprise.
Teachers
did
not
inflate
the
breed
of
the
first
grade
for
the
sport
semester.
It
will
not
surprise
me
if
all
the
coming
years,
applicants
will
have
a
perfect
gpa.
AF
Second,
as
for
the
10
points
for
high
poverty
schools,
the
will
of
how
helping
more
low-income
students
is
good.
10
points
can
lift
a
b-plus
student
to
a-plus.
However,
among
more
than
70
sending
schools
of
bps,
only
none
of
them
will
not
receive
the
points.
Do
you
think
students
will
apply
for
these
schools
in
the
future?
Under
this
policy,
for
example,
georgia
h
college
in
los
lindell,
which
has
52.6
low
income
students,
will
receive
the
10
points,
but
the
other
school
missions
health
will
enjoy
plan
which
has
49.6
low
income.
AF
Students
will
not
have
the
10
points
so
about
about
47.4
percent
of
wealthy
students
in
one
school
will
risk
funds.
In
addition,
it
is
bps
lottery
basis.
Assignment
system
assigns
students
to
different
skills,
schools
why
students
should
be
punished
by
what
bps
do
to
them.
So
I
have
a
lot
of
other
questions,
but
if
my
time
is
up,
I
can
stop
here.
AH
B
AH
AH
AH
So
they
have
enough
time
to
make
decisions
and
also
exam
school
is
not
a
school
for
everybody.
It
has
a
high
standard.
It's
a
preparing
school
for
college.
We
must
use
objective
exam
score
as
primary
determinant
for
the
exam
scored
mission.
Currently,
the
company
person
uses
70
percent
gpa
and
30
percent
exam
score
doesn't
make
any
sense.
In
addition,
the
poverty
factor
is
overwhelming,
which
deprives
the
rights
of
other
kids
to
equally
receive
the
public
education.
AH
B
AI
AI
Hi,
my
name
is
sherry
kelleher.
I
am
a
charlestown
resident
and
a
bps
parent.
I
have
a
rising
sophomore
at
bls
and
a
rising
seventh
grader
at
the
warren
prescott,
I'm
also
a
chicago
public
school
grad.
Having
attended
one
of
the
select
schools
bunny
quotes
lane
tech.
I'd
like
to
point
out.
First
of
all,
the
discrepancies
between
chicago's
exam
school
policy
and
boston's
proposed
chicago
uses
three
factors:
an
entrance,
exam,
the
maps
exam
and
grades
all
33
percent.
AI
AI
I
have
also
heard
statements
like
data
driven
decisions
when
the
data
has
been
so
torturously
manipulated
to
give
a
predetermined
outcome
as
it
stands
right
now,
we
have
a
temporary
policy
that
was
in
place
for
the
students
coming
in
for
next
year.
We
have
to
administer
a
temporary
policy
for
next
year.
AI
Let's
see
what
happens,
we
know
that
the
exam
schools
in
the
past
have
had
two
percent
attrition.
Two
percent
people
knew
what
they
were
getting
into
in
terms
of
homework
loads
in
terms
of
commutes
prior
to
getting
there,
as
opposed
to
the
students
that
you
were
dunning
in
march
to
try
and
get
the
numbers
up
for
the
zip
codes
that
were
not
represented.
AI
On
top
of
that,
we've
heard
about
gentrification
and
changes
in
charlestown
they're
going
to
be
replacing
the
bricks,
the
largest
housing
project
in
the
city
of
boston,
with
a
mixed
income
3000
unit
building
set
of
buildings.
How
is
that
going
to
change
things?
It
doesn't
change
the
fact
that
we
still
don't
still
have
a
huge
number
of
students.
You're
two
minutes
away,
reconsider
this
policy.
R
AJ
You
go
hello,
everyone
I
just
want
to
mention
in
my
email
confirmation
for
the
sign
up.
It
is
three
minute
testimony,
not
two
just
so
you
know,
so
you
can
get
ever
give
everyone
their
full
full
amount
of
time
of
comments,
because
we've
all
prepared
for
three.
My
name
is
marie
mercurio.
I
live
in
jamaica
plain.
We
have
one
child
rising
to
ninth
grade
at
bls
and
one
child
who
will
be
applying
for
exam
school
this
year.
AJ
I
stand
in
opposition
to
the
task
force,
recommendations
as
they
are
untested,
unfair
and
unnecessarily
complicated,
and
the
policy
is
bad
for
jamaica,
plain,
I'm
speaking
specifically
just
to
jamaica
plain
right
now.
The
proposed
policy
is
using
socio
socioeconomic
tiers
based
on
census
tracts,
as
well
as
awarding
bonus
points
to
schools
based
on
certain
indicators.
AJ
Both
of
these
features
of
the
policy
will
negatively
impact
jamaica,
plain,
most
of
jamaica,
plain
is
assigned
to
tier
7
and
8..
These
two
tiers
will
have
the
highest
number
of
eligible
students,
as
demonstrated
by
the
simulation
conducted
by
the
task
force.
Students
in
these
two
tiers
will
have
the
lowest
chance
of
admission
into
exam
schools.
Jamaica,
plain
students
will
also
be
adversely
affected
by
the
task
force
proposal
of
giving
bonus
points
to
schools
where
more
than
50
of
the
students
are
socioeconomically
disadvantaged.
AJ
Using
this
criterion,
there
are
only
10
bps
schools
that
will
not
qualify
for
these
bonus
points,
and
four
of
them
are
in
jamaica
plain
that
is
four
out
of
our
five
sending
schools
that
will
not
get
bonus
points
mission,
hill
mission,
hill
k-8
has
49.6
economically
disadvantaged
students
and
the
curly
has
48
economically
disadvantaged
students
so
close
yet
so
far,
low-income
children
in
jp
will
be
disadvantaged
in
comparison
to
similar,
low-income
children
in
roxbury
and
student
income.
Families
in
jp
will
be
similarly
disadvantaged
relative
to
students
in
charlestown.
AJ
We
know
that
high-income
children
attend
low-income
schools,
and
that
is
a
goal
of
integration.
Yet,
under
this
proposal,
would
this
be
considered
gaming?
The
system
will
high-income
families
rush
to
the
hennigan
school
for
sixth
grade
to
get
10
extra
bonus
points
on
their
final
score.
Why
not?
What
is
the
solution?
Boston
has
a
larger
and
more
educated
population.
A
A
B
B
U
U
U
This
academic
change
would
create
the
conditions
for
robust
and
healthy
human
development
for
every
child.
In
the
bps
system.
The
proposal
reduces
systemic
racism,
greater
than
any
other
proposal
put
forth
in
the
history
of
the
city
of
boston.
It
is
historic
for
the
level
of
knowledge,
understanding
and
transformative
capacity
in
embodies
all
pointing
toward
the
fulfillment
of
the
promise
of
every
child
and
young
person
in
boston
to
be
an
active
and
vibrant
citizen
of
our
society
and
our
nation
contributing
their
gifts
and
talents
free
from
harm
systemic
racism,
in
other
words,
white
privilege.
U
In
the
task
force
original
proposal,
it
noted
that
white
students
make
up
only
16
of
the
school
age
population
of
the
city
of
boston,
while
the
expectation
of
seats
allocated
to
white
students
after
its
implementation
was
32
percent
of
the
seas
twice
as
many.
This
is
white
privilege
at
the
systemic
level.
Why
didn't
the
white
led
and
doubly
speak
to
name,
equitable
and
transparent
exam
school
group
complain
about
this.
Instead,
they
co-opted
the
idea
of
discrimination
against
asian
families
and
maligned
the
predominantly
women
of
color-led
bps
system
to
distract
from
the
glaring
advantage.
U
The
task
force
already
afforded
white
students,
the
shameless
and
unfathomable
behind-the-scenes
messaging
of
threat
that
took
place
last
week
to
override
the
work
of
the
task
force
is
white
supremacy.
If
the
rules
of
white
privilege
no
longer
work
for
white
supremacy,
they
simply
get
to
change
not
today.
U
Boston,
latin
school
is
my
alma
mater.
Mr
contemposis
you've
known
me
since
I
was
13
years
old.
In
my
younger
years,
I
stood
by
your
side
representing
to
alumni
the
promise
of
bls
to
give
working
class
kids
a
chance
at
a
better
life.
Please
put
your
legacy
on
the
right
side
of
history.
Your
leadership
now
should
be
as
an
educator
working
for
the
power
of
education
to
open
the
mind
and
uplift,
the
spirit
spirit
to
meet
questions
of
truth
and
justice,
equipped
with
the
skills
for
critical
thinking
and
moral
capacity.
U
Upholding
the
mechanisms
of
white
privilege
require
us
to
cease
questioning
cease.
Dissenting
cease.
Thinking
to
allow
it
to
endure.
Allowing
this
assertion
of
white
privilege
to
stand
is
fundamentally
an
act
of
ignorance,
fulfill
the
promise
of
boston,
latin
school
and
boston
public
schools
correctly.
We
are
one
system,
one
city
make
this
change,
keep
it
100.
L
AK
AK
Please
support
the
task
force's
original
100
recommendation.
This
is
a
large
improvement
in
access
for
many
underrepresented
groups.
With
this
proposal,
the
selective
admissions
schools
will
better
reflect
and
increase
access
to
the
full
diversity
of
the
district.
This
includes
students
with
disabilities,
english
language
learners,
as
well
as
increasing
racial
and
economic
diversity.
Thanks
for
listening.
B
AL
My
name
is
dan
french,
as
a
jp
resident
parent
of
bps
grad
member
of
boston
coalition
for
education,
equity
and
board,
president
of
citizens
for
public
schools.
I
urge
the
school
committee
to
approve
the
exam
school
task
force's
recommendation.
From
a
week
ago,
monday
night
in
a
straw
poll,
a
supermajority
recommended
assigning
a
hundred
percent
of
seats
through
rank
in
socioeconomic
tiers.
Historically,
the
exam
school's
admissions
process
ensured
that
white
well-to-do
students,
whose
families
had
means
to
hire
tutors
had
their
advantage
in
gaining
a
seat
over
black
latinx
and
english
learners.
AL
As
a
result,
during
this
past
year,
72
percent
of
district-wide
students
were
black
or
latinx,
while
only
21
of
the
ls
students
were
black
or
latinx
white
and
asian
students
were
overrepresented
at
45
percent
and
29
bla
enrolled
white
and
asian
students
have
doubled
the
percent
of
their
district
enrollment.
The
percent
of
els
in
the
three
exam
schools
range
from
zero
to
one
percent
and
three
to
four
percent
for
students
with
disabilities,
structuring
the
admissions
process
to
benefit
white.
AL
Privileged
families
continued
in
part
for
this
coming
year
with
20
set
aside
exam
schools
are
a
systemic
racist
component
of
the
district,
along
with
under
representation
of
black
and
latinx
students
in
the
awc
they're
over
representation
in
substantially
separate
special
education
programs
and
disproportionately
high
suspension
of
black
and
white
neck
students.
Even
when
committing
the
same
offense
as
white
students,
black
and
latinx
students
are
denied
equitable
high
quality
learning
opportunities.
AL
It
is
past
time
for
the
committee
to
transform
all
district
systems
which
generate
disparate
outcomes
by
race,
starting
with
the
exam
schools.
We
appreciate
the
exam
school
task
force,
data-driven,
research-based
work
and
reject
interference
by
city
council
members,
clandestinely
intervening
at
the
11th
hour,
amplified
white
privilege,
democratic
principles
and
undermine
trust
between
the
school
committee
and
community.
The
school
committee
should
reinstate
and
vote
on
assigning
a
hundred
percent
of
exam
school
seats
through
rank
and
socioeconomic
tiers,
and
approve
all
supports
that
accompanied
the
task
force's
assignment
recommendation.
AL
AM
AM
The
20
set
aside
that
was
forced
upon
the
task
force
by
city
councillors,
would
privilege
white
families
and
would
privilege
economically
privileged
families.
This
was
not
the
charge
of
the
task
force,
and
this
is
not
your
role
as
a
school
committee
member.
The
charge
of
the
task
force
was
to
come
up
with
a
policy
that
would
be
more
equitable
based
on
race,
geography
and
socioeconomic
status.
The
20
set
aside
runs
counter
to
this
charge,
so
you
should
return
to
the
proposal
and
allocate
100
of
seats
based
on
socioeconomic
tiers.
AM
I
am
also
a
bps
employee
and
I
have
always
been
proud
to
be
a
bps
employee.
I
have
been
part
of
many
working
groups
and
our
group's
ideas
have
always
been
respected.
The
secret
intervention
by
city
councilors
sets
a
dangerous
and
disturbing
precedent
that
a
task
force
can
work
for
months
and
then
have
their
work
tampered
with.
AM
I
want
to
urge
you
to
respect
the
proposal
that
the
exam
school
task
force
had
consensus
around
and
allocate
100
of
seats
by
tears,
you'll
hear
from
other
white
parents
who
urge
you
to
continue
to
privilege
their
own
children
and
use
only
exams
and
grades
which
they
have
been
gaming
for
years
to
their
own
advantage.
You
will
hear
them
say
racist
things
like
they
are
worried
about
how
children
of
color
will
do
at
exam
schools
if
they
get
in
under
a
new
admissions
policy.
AM
This
should
show
you
that
these
white
families
do
not
know
our
students
of
color.
My
students
at
english
high
are
as
brilliant
as
the
students
at
exam
schools
and
it's
despicable
to
insinuate
that
they
are
not
as
worthy
of
a
seat
at
an
exam
school
as
a
system
we
have
to
stop
pandering
to
and
bending
to
the
demands
of
white
and
privileged
parents
when
they
are
advocating
only
in
their
self-interest
and
whose
children
make
up
less
than
15
percent
of
the
school
district's
population
as
bps
employees
and
as
school
committee
members.
AM
B
B
AN
Hi,
thank
you
for
the
opportunity
to
speak
today.
I
am
a
boston
resident,
I'm
also
a
boston
public
schools
educator
as
well
as
a
parent
to
three
boston
public
school
students,
one
of
which
is
a
rising
ninth
grader
at
boston,
latin
school.
I
am
I'm
here
today
to
urge
that
the
task
force
keep
it
100
and
take
your
power
back
and
go
with
the
initial
proposal
that
you
all
agreed
upon
and
wanted
to
put
forward.
I
think
that
this
current
20
set
aside
proposal.
AN
I
think
that
we,
you
would
be
voting
on
that
100,
so
I
would
like
for
you
to
again
take
your
power
back
and
and
and
do
what
you
as
a
task
force
had
initially
decided
on
doing.
I
also
would
like
to
say
that,
as
a
boston,
latin
school,
alum
myself,
I
actually
like
lucia,
went
to
boston
latin
school
during
that
time,
when
there
were
the
most
percentage
of
students
of
color
in
all
of
the
boston
line,
schools,
history,
there
was
also
a
lot
more
teachers
of
color
at
boston,
latin
school.
AN
AN
AO
AO
Good
evening
my
name
is
elena
white.
I
live
in
jamaica,
plain,
I'm
a
parent
of
two
students
who
attend
the
curly
k
to
eight
when
a
first
grader,
a
rising
first
grader,
rising.
Fourth
grader,
I'm
testifying
this
evening.
I'm
100
percent
in
support
of
the
original
task
force
plan
to
distribute
100
of
seats
by
rank
within
socioeconomic
status.
Tears.
AO
AO
The
data
presented
unequivocally
showed
that
20
that
the
20
city-wide
set-aside
would
give
extra
seats
to
the
most
privileged
families
and,
as
a
white
upper-middle-class
parent,
I'm
here
to
say
that
my
children
do
not
need
nor
do
they
deserve
additional
unearned
benefits.
They
already
inherited
a
huge
amount
of
unearned
privilege
in
their
lives,
and
I
want
my
children
to
be
part
of
an
educational
system
that
is
grounded
in
equity.
AO
That
will
grant
fair
access
to
exam
schools,
something
that
has
been
denied
for
generations
to
black
and
latinx
and
other
other
groups.
The
100
plan,
in
my
mind,
is
already
a
compromise.
Many
of
us
favored
a
lottery
of
qualified
applicants,
rather
than
going
in
rank
order
which
amplifies
the
impact
that
wealth
can
have
on
the
process,
because,
after
all,
hiring
a
private
tutor
or
enrolling
in
an
expensive
test
course
can
move
one's
test
score
and
percentage
points
up
in
rank.
I'm
also
deeply
disheartened
and
disturbed
by
the
shady
back
room
dealing.
AO
AO
I
want
to
ask
the
the
task
force
and
the
and
the
committee.
Is
this
really
the
lesson
we
want
to
teach
our
youth
that
a
public
process
that
centers
community
voice
and
data
and
research
that's
grounded
in
a
sincere
effort
to
make
an
educational
system
more
equitable
can
be
upended
or
blockaded
by
a
few
monied,
powerful
individuals
who
have
their
own
best
interests
in
mind.
AO
I
urge
you
not
to
be
swayed
by
these
these
shady
individuals,
who
are
only
working
to
ensure
that
those
with
privilege
remain
privileged.
We
want
equitable
access
to
exam
schools,
keep
it
100.
Our
public
systems
need
to
work
to
undo
structural
racism
at
the
core
of
our
country
and
all
of
its
systems,
including
within
education.
AO
This
is
one
small
step
that
boston
can
take
today.
There
are
many
more
steps
that
need
to
be
taken.
I
hope
we
can
soon
turn
our
attention
to
the
100
other
schools
in
the
district
that
need
to
be
offering
high
quality
education
to
all
of
our
students.
Thank
you
to
the
task
force
members
for
all
your
hard
work,
your
resolve
and
your
courage.
X
X
This
is,
I
think,
the
question
we
have
to
ask
is:
are
we
democracy
or
not,
you
know,
do
we
get
to
have
a
public
process
where
all
of
these
details
are
talked
about
and
negotiated
and
different
people
re
voice
their
opinions?
And
then
somebody
comes
in
and
says:
oh
well,
we
better
do
it
that
way,
because
something
bad
is
going
to
happen.
Otherwise
that
is
just
absolutely
not
okay,
that's
not
the
message.
I
want
my
children
to
get
or
anybody
else's
children
I
got
and
that's
all
I
have
to
say,
keep
it
warm.
Please.
B
X
AP
Hi,
am
I
good
yes
great
good
evening?
My
name
is
krista
magnuson.
I
am
a
bps
parent
of
a
rising
sixth
grader
and
a
fourth
grader,
a
member
of
the
boston
coalition
for
education,
equity
and
a
co-chair
of
jp
progressives,
and
I
am
a
resident
of
jamaica
plain
to
the
other
residents
of
jamaica
plain.
I
would
quickly
like
to
add
the
data
shown
to
us
earlier
tonight
in
this
hearing
says
that
jamaica
plan
will
see
a
difference
of
exactly
one
seat
between
the
80
and
100
plans.
So
that's
just
something
I
noted.
AP
AP
Adding
a
20
set
aside
is
not
only
unnecessarily
complicated,
but
it
does
nothing
except
ensure
that
more
privilege
is
reserved
for
the
already
privileged,
and
I
count
my
family
among
that
number.
I
have
been
asked
how
I
could
possibly
support
a
proposal
that
would
make
it
less
likely
for
my
rising
sixth
grader
to
get
a
seat
at
an
exam
school.
AP
Additionally,
how
could
I
explain
to
my
children
that
I
was
okay
with
elected
officials
swooping
in
at
the
last
minute
to
subvert
a
public
democratic
process
that
played
out
over
several
months,
and
you
know,
held
the
school
budget
hostage
in
order
to
protect
privileges
for
those
who
least
need
that
help?
What
would
I
be
teaching
them?
AP
B
B
AQ
AQ
First
of
all,
we
all
know
that
some
low-income
children
in
boston
go
to
non-high
poverty
schools
due
to
busing
from
their
low-income
neighborhoods,
and
they
will
not
receive
a
10-point
poverty
bonus
that
they
deserve
and
vice
versa,
higher
income
children
who
go
to
high
poverty
schools
will
receive
a
10
point.
Poverty
bonus
if
bps
uses
the
proposed
recommendations,
I
think
that
it
will
result
with
a
higher
income
children
in
the
lower
income
schools
getting
the
benefits.
AQ
This
is
not
equitable
at
all
for
the
real,
economically
disadvantaged
children
who
we
need
to
help.
Secondly,
undocumented
immigrants
are
not
eligible
for
the
bha
housing,
and
even
recent
arrivals
to
the
united
states
will
be
at
a
disadvantage
because
of
the
long
waiting
list
for
bha
housing.
These
people
were
more
negatively
impacted
by
the
pandemic,
but
their
children
will
not
receive
a
15
point.
Poverty
bonus.
This
is
unfair.
AQ
Therefore,
I
think
that
the
proposed
emission
policy
does
not
include
all
of
the
bps
students
who
were
impacted
by
the
pandemic.
I
believe
that
the
bps
should
use
each
student's,
individual,
social
and
economic
data,
not
the
tiered
schools
to
the
school
committee
members.
Your
decision
will
have
a
profound
impact
on
bps
as
well
as
boston
at
large.
AQ
The
questions
I
have
for
you
are
whether
the
proposed
admission
policy
is
fair
and
equitable
for
all
of
our
bps
students,
especially
the
economically
disadvantaged
students.
Another
question
is
rather
academic
standards
at
the
exam
schools
can
be
maintained
with
a
new
admission
policy,
not
only
in
the
short
term,
but
in
the
long
run.
I
hope
the
school
committee
will
reconsider
the
policy.
Thank
you
for
your
time.
AB
AB
My
husband
and
I
live
in
dorchester
and
we're
raising
our
kids
and
sending
them
to
sending
them
to
school
through
the
dorchester
public
schools.
They
attended
the
mather
first
from
k1
through
third
grade
and
then
the
lead
k-8
from
fourth
through
sixth
grade
the
mather
has
a
66.3
poverty
rate.
That
was
the
latest
figure.
I
could
find
the
lee
at
76.6
poverty
rate.
I
thought
it
should
include
that
information,
as
others
have
been,
including
their
private
school
poverty
rates.
AB
AB
But
we
believed
that
educating
our
kids
in
the
most
racially
and
economically
diverse
group
of
peers
as
possible
was
the
only
way
or
one
of
the
best
ways
to
undermine
all
the
racist
assumptions
and
messaging
that
they
would
receive
as
members
of
this
society,
and
that
was
very
successful,
and
I
just
want
to
point
out
that,
when
my
daughter
who's
now,
a
ninth
grader
came
to
bls.
She
had
already
learned
alongside
kids,
who
were
homeless
kids,
for
whom
english
was
not
their
first
language.
AB
The
majority
of
the
students
in
her
classrooms
came
from
vastly
different
backgrounds
than
she
and,
and
she
believed
them
to
be
her
peers
because
she
knew
they
were
she.
They
demonstrated
their
intelligence
and
their
aptitude
every
day.
Next
to
her
in
her
classroom,
so
when
she
arrived
at
bls,
she
was
shocked
to
turn
around
and
see
so
few
of
them
with
her.
AB
It
was
really
upsetting
to
her
so
much
so
that
she
didn't
want
to
admit
she
went
to
bls
for
the
first
year
that
she
was
there.
She
would
say
she
went
to
bps
because
she
felt
that
she
had
somehow
taken
advantage
of
a
system.
So
I
think
I
want
to
make
the
point
that
our
students
are
watching.
Our
children
are
watching
as
we
allow
this
sort
of
backstage
politicking
to
go
on.
AB
They
see
what's
happening
and
they
see
who
their
peers
are
and
they
get
those
messages
whether
we
want
to
give
them
to
them
or
not,
and
I'll
just
end.
By
saying
that,
I
find
it
incredibly
offensive
as
somebody
whose
children
have
gone
to
school,
with
these
wonderful
students
that
people
would
say
that
allowing
children
from
dorchester
into
bls
would
somehow
weaken
the
the
rigor
of
the
school
is
simply
not
true
and
to
to
make
those
cast.
AB
B
AR
My
name
is
rachel
wiseman
and
I
am
a
proud
alumni
of
the
robert
gould
shaw,
middle
school
and
boston
latin
school
on
june
30th,
the
exam
schools
admissions
task
force
presented
a
new
exam
admission
policy.
I
would
say
that
lipstick
has
been
applied
to
a
pig,
but
it
remains
a
pig.
This
new
policy
calls
for
boston
to
be
divided
into
eight
socioeconomic
status
tiers.
In
addition,
the
task
force
is
using
an
economically
disadvantaged
indicator
to
show
what
are
termed
high
poverty
schools.
AR
This
is
a
confusing
plan,
but
again
this
stands
as
another
naked
attempt
to
carry
out
social
engineering
to
benefit
some
over
others.
Indeed,
the
aforementioned
poverty
points
will
give
an
unfair
advantage
to
some
bps
students
over
their
peers
in
charter
schools
and
catholic
schools,
as
well
as
their
friends
in
mecco,
which
is
both
unfair
and
illegal.
AR
AR
I've
not
heard
anything
about
this
support
for
children
that
may
need
it
in
a
famously
tough
academic
environment.
For
any
student.
Now
there
have
been
calls
to
remove
politics
from
the
process.
I
agree,
but
I
would
say
both
plans
that
have
been
put
forth
by
the
exam
schools
task
force
and
the
very
creation
of
the
task
force
have
been
born
out
of
politics.
AR
AR
AR
I
remain
ready
to
die
on
three
hills:
the
improvement
of
the
feeder
schools,
the
creation
of
a
galaxy
of
secondary
schools,
where
all
of
our
children
may
thrive
and
be
in
an
environment
that
is
comfortable
for
them
and,
of
course,
the
defense
of
mr
c,
who
oppressed
upon
me
so
many
many
years
ago
as
a
13
year
old
and
then
as
a
14
15
16
17
year
old.
That
I,
along
with
all
my
peers,
could
be
anything
that
I
wanted
to
be
through
hard
work
and
grit.
B
AS
Yep,
my
name
is
zen
alum
and
I'm
a
south
end
resident
and
parent
to
a
bps
student
since
k2,
who
is
now
at
bla
for
full
disclosure,
I'm
a
former
bps
employee
and
most
recently
served
on
both
the
working
group
and
task
force.
I
do
feel
the
need
to
clarify
the
superintendent's
introductory
remarks
when
the
co-chair
is
presented
to
the
school
committee
on
june
30th,
specifically
at
approximately
the
three-hour
mark
she
attributes.
The
recommendation
is
one
that
the
committee
chose
to
present
quote
unquote,
let's
be
clear.
AS
As
I
interpreted
the
proceedings
of
our
meeting
on
the
29th,
there
was
no
choice.
There
was
also
no
vote.
In
effect,
this
was
not
a
recommendation
of
the
task
forces,
but
of
those
still
unnamed
officials
who
applied
pressure
offline
in
the
shadows,
ostensibly
holding
budgets
in
our
students
and
schools
hostage.
AS
I
don't
presume
to
speak
for
my
peers.
I
speak
only
for
myself,
as
I
don't
wish
to
be
associated
with
an
action
that
I
deem
to
be
a
takeover
of
my
voice.
In
my
opinion,
characterizing
the
policy
as
a
task
force
recommendation
is
a
misnomer.
It
wrongfully
places
accountability
for
the
recommendation
on
the
task
force.
This
is
disinformation
at
its
inciduous
fest.
It
is
akin
to
certain
elected
officials
calling
the
january
6th
dc.
Insurrection
is
no
more
harmful
than
a
tourist
visit.
AS
While
what
transpired
on
the
29th
and
30th
wasn't
as
blatant
or
violent,
I
would
posit
that
what
did
occur
was
worse
because
of
its
subtlety
and
its
that's
the
way
it
goes.
Acceptance
as
such,
it
is
easy
to
put
aside
thus
allowing
the
practice
of
political
intimidation,
systemic
oppression
and
protection
of
privileged
power
to
continue
maintaining
what
I
guess
is
considered
an
acceptable
level
of
inequity.
AS
B
B
AT
AT
Then
why
don't?
Let's
keep
the
kids
let
the
students
to
take
tests?
Let
us
test
the
results
and
tell
themselves
tell
that
whole
world.
They
are
for
elements,
they
are
equally
fun
and
talented,
and
I
I
just
feel
surprised-
and
so
many
students,
if
for
you,
if
they
they
they
they
disqualified
by
this
zipper
code
by
this,
then
how
we
can
tell
them
anything
fairly
and
tell
them
this.
Is
they
disqualified?
AT
They
did
not
get
a
chance
because
of
their
zip
code.
So
I
strongly,
for
example,
asked
to
reject
this
this
plan
and
if,
for
example,
some
race
disadvantage
should
they
add
some
points
to
qualify
the
u.s
olympic
team
if,
for
example,
as
a
asia,
if
I
finish
100
meter
race,
for
example,
30
seconds,
should
I
count
as
12
seconds
or
10
seconds
so
that
I
can
be
equally
as
I
can
so?
Can
I
so?
AT
Can
I
join
the
team
and
I
otherwise,
I
would
say
I
was
not
fairly
treated
because
for
you
know
I
did
not
get
this
one
second
or
two
seconds
some
advantage.
So
I
would
like
to.
We
should
not
allow
this
kind
of
plan
to
be
applied
to
this
whole
whole
city,
but
we
should
more
focused
on
how
what
action
we
should
take
from
city
side,
for
example,
a
locator
resource
to
help
us
those
disad
advantage
or
socially
or
economically
disadvantaged
students
from
pre-k
from
elementary
s
arrangements.
AT
Time
is
up
you
wrap
up.
Thank
you.
Thank
you
very
much.
I
actually
you
know
I
really
would
like
they
all
are
fairly
treated
and
but
for
this
exam
school
I
more
hope
we
take
action
from
pre-k
from
elementary
school
from
grade
one
to,
instead
of
give
them
some
points
when
they
move
to
the
exam
school.
So
I
would
like.
L
AT
AU
AU
The
task
force
has
done
such
thorough
work,
studying
the
research,
other
cities
plans,
analyzing
data
and
listening
to
residents.
That's
how
we
should
operate.
We
shouldn't
accept
a
last-minute
opaque
add-on
that
sets
aside
20
percent
of
the
seats
for
citywide
ranking,
which
obviously
advantages
those
who
can
pay
for
test
prep
or
press
for
grade
inflation.
AU
I
understand
that
chicago
has
such
a
set
aside,
which
they
adopted
10
years
ago.
I
have
to
wonder
if
it
would
have
been
accepted
now
there
it
should
not
be
accepted
now
here
I
know
that
no
system
is
flawless.
I
have
concerns
about
rankings
meaningless,
minute
differences
and
its
mental
health
and
peer
culture
impacts.
Even
so,
I
support
today's
plan
because
competing
with
students
with
similar
resources
and
socioeconomic
tiers
is
more
fair
and
will
open
access.
Such
a
plan
will
move
boston
forward
more
so
with
100
of
the
seats.
AU
I
have
followed
a
young
cousin's
experience
in
new
york
city,
where
exam
schools
enroll
only
a
tiny
percentage
of
students
and
where
she
had
a
lot
of
good
choices
of
other
schools.
Since
boston
has
such
a
huge
percentage
of
students
in
exam
schools,
we
are
hoarding
opportunity,
investment,
pride
and
aspirations
in
them
and
disinvest.
In
the
rest,
I
believe,
distributing
access
to
the
exam
schools
will
distribute
pressure
and
support
in
other
schools.
AU
AV
Good
evening
my
name
is
tommy
hayes,
my
wife
leela,
and
I
have
two
children
going
to
grades
three
and
six
at
the
haley
pilot
school
they've
been
in
bps
since
k1.
I'm
also
a
bps
teacher
entering
my
15th
year
of
teaching
high
school,
the
first
11
years
at
charlestown
high
school
in
the
last
three
years
at
english.
High
school
go
eagles.
AV
AV
She
also
understands
the
unfairness
of
the
way
this
decision
will
potentially
be
made
here.
Our
kids
are
watching
us.
Our
family
wants
more
equity
in
the
exam
school
process,
even
if
it
may
disadvantage
our
family.
Our
priority
is
the
long-term
goal
of
racial
and
social
socioeconomic
equity
in
our
city.
AV
AV
B
AW
AW
Here
are
the
two
reasons
so
the
first
one
last
year,
the
same
tax
force
recommended
to
cancel
the
exam
and
and
said
it
was
a
temporary
one-year
policy
change
due
to
the
covet,
and
now
the
coverage
is
going
away.
We
should
restart
the
policy
to
allow
exam
for
exam
school
admission.
The
second
reason
the
10
15
bonus
policy.
Make
no
sense,
do
you?
How
do
you
choose
the
numbers?
AW
I
think
it's
just
random
numbers
you
do.
You
do
simulation
then
choose
the
number
as
th.
This
numbers
just
mislead
the
students
with
random
points
without
their
hard-working
to
earn
them.
It's
very
simple:
if
you
train
a
dog
to
fetch,
you
should
only
do
a
dog
or
treat
when
he
or
she
catch
the
ball.
Please.
AW
B
AX
AX
First
of
all,
I
strongly
oppose
the
100
person
policy
and
the
exam
school
selection
policy
proposed
on
june
30th.
First
of
all,
the
policy
is
too
complicated.
It
divides
the
city
into
several
sub-areas
based
on
census
tract.
It
includes
thirty
percent
exam
scores
and
seventy
percent
gpa
further.
It
splits
the
seas
to
twenty
percent
and
eighty
percent.
In
addition,
there
are
ten
percent
to
15.
Bonus
points
to
certain
social
economic
groups
is
way
too
complicated
and,
second
of
all,
the
whole
admission
policy
reminds
me
of
the
cultural
revolution
that
happened
in
china
many
years
ago.
AX
At
the
time,
people
within
the
country
were
divided
to
several
sub
to
several
categories
based
on
their
families,
so-called
social
economic
status.
Some
kids
were
denied
educational
opportunities,
no
matter
how
good
they
were
just
because
of
their
parents
were
a
little
wealthier
than
others.
In
the
name
of
equity,
these
kids
were
labeled
as
such,
not
because
of
their
own
characters
or
these,
but
because
of
their
parents,
social
economic
status.
AX
AX
B
AY
So
I'm
learning
all
of
this
fresh,
I'm
not
saying
other
cities
are
perfect
far
from
it,
but
beyond
our
primary
responsibility
to
the
students
of
boston,
I
think
that
we
should
recognize
that
the
world
is
watching
and
history
will
judge
how
we
respond.
In
this
moment,
I
believe
in
the
promise
of
public
schools
and
I
believe
in
the
promise
of
boston
public
schools,
but
I
don't
want
to
be
complicit
in
a
system
that,
to
poorly
paraphrase
superintendent,
cecilia-
and
I
apologize
for
that-
that
too
often
gives
the
lease
to
those
who
enter
with
the
least.
AY
I
listened
in
on
several
of
the
task
force
committee
sessions
and
also
offered
testimony
there,
and
I
don't
necessarily
agree
with
the
recommendations.
People
on
this
call
have
pointed
out
some
really
valid
concerns,
including
the
potential
impact
on
gentrification,
etc,
etc.
There
are
ways
in
which
people
with
the
most
privilege
may
try
to
gain
the
system
kind
of
like
they
do
now,
but
that
doesn't
mean
that
we
should
stick
with
the
status
quo
which
demonstrably
produces
a
racist
outcome.
AY
I
want
to
voice
my
strong
support
for
the
call
for
a
school
system
where
all
schools
have
the
opportunities
and
resources
that
latin
does,
to
paraphrase
an
earlier
speaker,
less
opportunity
hoarding
we
allow
the
more
opportunity
there
is
to
come
together
to
fight
for
a
top
quality
education
for
all
of
our
students,
and
that's
where
our
focus
needs
to
be.
Thank
you
for
listening.
AY
AZ
AZ
AZ
I
was
very,
I
was
a
very
vocal
advocate
of
black
at
bls
over
five
years
ago,
and
it
pains
me
to
see
what
little
progress
has
been
made
since
then
in
regards
to
equity
and
diversity
at
my
alma
mater.
I
definitely
sympathize
with
the
task
force
force,
members
that
have
dedicated
countless
hours
to
finding
an
equitable
alternative
to
a
racially
biased
test
that
has
blocked
so
many
deserving
students
from
receiving
a
top-notch
education
that
I
had
the
privilege
of
receiving.
AZ
Why
did
I
have
that
privilege?
Could
it
be
that
I
grew
up
in
west
roxbury
went
to
a
catholic
elementary
school
was
treated
by
pat
bench
over
30
years
ago.
I
can't
tell
you
how
much
that
haunts
me
to
this
very
day,
I'm
here
tonight
to
use
my
privilege
and
my
voice
to
speak
for
the
hundreds
of
students
and
their
families
that
have
come
through
my
classroom
over
the
years
to
say
enough
is
enough,
it's
time
to
level
the
playing
field
into
the
dark
powers
that
be
behind
the
curtain.
AZ
How
dare
you
play
politics
with
our
children's
lives?
We
elected
you.
We
are
the
reason
you
are
in
office
and
not
just
your
white
constituents,
the
privilege,
the
ones
that,
with
the
deep
pockets,
all
of
us
speaking
as
a
privileged
white
girl
from
west
roxbury,
a
woman
that
teaches
in
west
roxbury
at
a
school
that
is
exceptional,
which
most
of
the
20
of
the
privileged
families
turn
their
nose
up
at.
AZ
I
am
here
to
state
unequivocally
that
going
forward
with
the
80
20
plan
will
continue
to
perpetuate
the
inequalities
that
have
been
plaguing
this
district
for
decades.
Long
before
the
mclaughlin
case
in
97.,
I
was
a
baby
during
the
bussing
era,
but
it
still
hangs
like
a
noose
around
this
city
and
while
we're
at
it.
Let's
talk
about
the
rigor
that
so
many
are
clutching
their
pearls
about
give
me
a
break
if
you
think
for
one
second,
the
educators
at
bls
will
lower
their
standards
is
just
laughable.
AZ
I
was
a
student
at
the
ls
when
mr
khan
and
pasa
said
look
to
your
left.
Look
to
your
right.
One
of
them
won't
be
there
when
you
graduate
every
single
child
in
this
city
deserves
the
chance
to
be
that
student.
That
has
the
opportunity
to
benefit
from
the
exact
same
education.
I
benefited
from
I've
always
been
proud
to
call
myself
a
bls
alum.
I
am
beyond
sad
and
angry
to
say
that
pretty
much
since
my
daughter
walked
through
those
doors
in
2012,
I'm
not
anymore.
AZ
In
a
city
that
was
the
birthplace
of
education
and
the
city
that
I've
devoted
myself
to
educating
the
children
of
we
can
and
we
must
do
better.
I
will
never
stop
using
my
voice
to
speak
out
against
the
white
privilege
that
continues
to
run
the
city,
the
city
that
I
love.
Thank
you
for
your
time,
and
I
implore
you
I
implore
you
to
do
what
is
right
and
what
is
just
for
the
city.
BA
BA
Hi,
can
you
hear
me?
Yes,
thank
you.
My
name
is
virginia
berman
from
roslindale,
thanks
for
giving
us
the
time
to
talk,
and
I
really
like
what
karen
just
said
and
I'm
grateful
to
have
had
my
kids
in
bps.
Since
therefore,
one
is
a
bls
grad
this
year
and
the
other
one
is
a
rising
junior
at
bls,
I'm
co-chair
of
boston,
latin
schools,
families
for
equity
and
diversity.
BA
It
was
apparent
that
from
all
their
work
that
students
ability
is
not
the
barrier
to
entering
the
exam
schools,
so
I
appreciated
that
they
they
sought
to
reduce
the
structural
barriers
that
prevent
capable
children
from
entering
boston
exam
schools,
and
they
came
up
with
a
final
recommendation
that
was
clear
to
distribute
100
of
the
exam
school
seats
by
rank
within
social
economic
status.
Tears.
BA
I
don't
know
if
you
can
hear
me,
it
started
to
thunder
here
arrest.
Last
minute
change
was
reinserted
after
the
task
force
had
discussed
and
agreed
carefully
to
discard
it.
A
20
set
aside
undermines
the
task,
force,
charge
and
expertise,
and
it
serves
a
privileged
few
so
who
has
claimed
to
boston's
exam
school
state.
This
set
aside
sustains
the
status
quo,
upholding
structural
racism
at
a
high
cost
to
all
of
us.
BA
B
R
BB
Thank
you
for
this
opportunity
to
speak.
Thank
you
to
the
task
force
for
their
time
and
for
their
hard
work
and
wrestling
with
this
issue.
I'm
a
resident
of
roslindale,
I'm
a
white
parent
of
two
children,
a
bls
class
of
2020
grad
and
a
rising
bla
junior,
I'm
also
a
former
middle
school
science
teacher
and
currently
an
education
researcher
and
program
evaluator.
BB
My
daughter
at
age
11
decided
that
she
wanted
to
go
to
bla.
She
was
not
a
great
test
taker
and
when
she
took
the
ise
in
the
fall
of
her
sixth
grade
year,
even
though
her
grades
were
strong
and
she's
a
hard
worker,
she
did
not
get
into
bla.
So
to
enable
her
to
compete.
For
ninth
grade
admission,
I
found
a
private
tutor
who
provided
weekly,
targeted
test
preparation
on
her
second
try.
She
got
into
bla
and
now
she's
on
the
honor
roll
and
thriving.
BB
But
if
we
looked
at
her
test
sixth
grade
test
scores,
they
would
have
told
us
that
she
was
not
a
good
fit
for
bla.
In
fact,
we
know
that
test
scores
are
a
lousy,
predictor
of
intellect
and
future
success,
and
if
my
daughter
had
not
had
the
good
fortune
of
parents
who
had
resources
and
flexible
work
schedules,
she
would
not
have
received
extended
and
intensive
test
preparation.
BB
It's
not
surprising
that
standardized
academic
test
scores
are
highly
correlated
with
socioeconomic
status,
because
these
tests
arose
from
the
eugenics
movement
that
sought
to
classify
people
and
maintain
an
if
an
inequitable
social
order.
Now
in
2021
we
know
a
lot
about
race
and
hierarchies.
We
know
about
stereotype,
threat,
microaggressions
and
implicit
bias.
These
are
ways
that
an
inequitable
system
is
perpetuated.
BB
BB
We
have
to
understand
the
historical
and
social
context
of
which
our
policies
occur
and
when
we
begin
to
view
policies
through
the
lens
of
caste,
we
see
the
importance
of
challenging
the
status
quo.
So
we
need
to
ask
ourselves:
why
is
it
that
most
highly
resourced
school
in
the
district
is
also
the
most
sought
after
high
school
and
the
most
white
high
school?
I
encourage
you
to
ask
yourself
why
any
city-wide
set-aside
as
necessary,
and
I
urge
you
to
support
the
original
proposal
of
the
task
force
that
assigns
100
of
seats
through
ses
groups.
BB
I
also
encourage
you
to
think
about.
These
are
just
three
high
schools
within
boston
and
we
need
intellectually
challenging
and
engaging
experiences
for
every
student,
regardless
of
the
high
school
they
attend.
This
means
focusing
on
building
hands-on,
authentic,
project-based
and
innovative
instruction
and
building
teacher
capacity
through
high-quality
professional
development,
so
that
our
classrooms
will
prepare
students
for
the
world
beyond
high
school.
BB
I
challenge
you
to
not
only
ensure
equitable
assignment
by
accepting
the
original
recommendation,
but
think
beyond
admissions
to
only
beyond
these
three
schools
to
begin
to
dismantle
racial
and
socio
social
hierarchies
focus
on
classrooms
and
instruction
across
the
system,
and
once
you
do
that
you'll
begin
to
support
the
growth
and
potential
for
every
bps
student.
Thank
you
for
listening.
BB
BC
Members
of
the
school
committee,
my
name,
is
yanxi
fang.
I
am
a
recent
graduate
of
boston,
latin
school,
a
student
at
harvard
university
and
a
resident
of
west
roxbury
and
formerly
of
chinatown.
First,
I
want
to
comment
on
the
20
city-wide
allocation
as
a
first
generation
low-income
immigrant.
I
am
very
discouraged
by
the
fact
that
the
majority
of
speakers
in
support
of
a
100
tier
system
have
appeared
to
be
white
upper
middle
class
people,
the
very
group
that
could
and
would
gain
the
proposed
system
by
sending
their
children
to
disadvantaged
schools.
BC
I
will
also
point
out
that,
unlike
the
past
edition
cycle,
the
new
20
set-aside
ranking
would
already
include
the
10
or
15
points
from
the
socioeconomic
indicators.
In
other
words,
contrary
to
what
other
speakers
are
claiming,
the
20
would
actually
be
skewed
heavily
toward
disadvantaged
students
because
of
those
added
points.
This
also
means
that
students
who
benefit
most
from
the
set-aside
would
be
the
disadvantaged
students
who
happen
to
live
in
higher
income
census
tracts.
BC
The
same
students
were
being
left
behind
by
the
fact
that
the
task
force
thought
that
individual
level
indicators
of
socioeconomic
status
would
be
too
logistically
difficult
to
implement.
Therefore,
I
urge
you
to
maintain
the
20
allocation
unless
a
new
mechanism
can
be
found
to
address
the
fact
that
some
disadvantaged
students
do
live
in
higher
income
census
tracks.
I
also
want
to
talk
about
the
double
priority
that
the
proposal
gives
to
students
who
are
involved
with
dcf
experiencing
homelessness
or
living
or
living
in
dha
housing.
BC
The
proposal
gives
this
group
of
students
an
additional
15
points
instead
of
10
points
given
to
other
disadvantaged
students
and
at
the
same
time,
these
students
would
be
placed
in
a
separate
geographic
tier
that
receives
top
priority.
I'm
not
certain
why
this
double
priority
is
necessary,
since
either
mechanism
by
itself
would
provide
students
with
a
significant
over
advantage
over
their
peers
already.
BC
I
also
have
no
objection
to
giving
this
double
priority
to
dcf
involved
in
homeless
students,
but
I'm
concerned
about
what
the
policy
would
apply
about:
bha
housing,
giving
so
much
extra
priority
to
bha
housing.
Students
suggests
that
all
of
their
peers
who
do
not
live
in
dha
housing
are
significantly
better
off,
but
this
is
not
the
case.
What
about
students
who
live
in
permanently,
affordable
housing
that
is
privately
managed,
such
as
community
based
nonprofits?
What
about
students
whose
families
receive
section
8
vouchers,
snap
benefits
or
mass
health,
all
of
which
have
strict
income
limits?
BC
B
BD
So
good
evening
my
name
is
suleika
soto.
I
am
a
bps
parent
and
a
member
of
the
boston
education,
justice
alliance
and
a
south
bend
resident
as
part
of
your
strategic
plan.
I
want
to
remind
bps
and
this
school
committee
of
the
commitment
that
was
made
to
eliminate
opportunity
and
achievement
gaps
amplify
all
voices,
expand,
opportunity
and
cultivate
and
trust,
among
other
things,
voting
to
implement
the
exam
schools
task
force.
BD
Original
recommendation
would
represent
a
historic
step
towards
equitable
access
for
all
boston
students
and
ensuring
the
community
can
trust
that
bps
is
truly
committed
to
changing
its
racist
policies
that
continually
leave
black
and
brown
students
behind.
It
is
time
for
the
school
committee
to
finally
start
to
walk
it.
Like
you
talk
it.
Voting
to
distribute
100
of
seats
by
rank
within
social
economic
status
tiers
would
really
start
to
lead
bps
in
the
right
direction.
BD
By
becoming
a
district
that
we
can
all
be
proud
of,
one
that
does
not
pin
school
communities
against
each
other,
nor
suppresses
community
voice.
As
some
city
councilors
are
attempting
to
do,
and
in
contradiction
to
your
plan.
If
we
keep
it
at
100,
each
tier
will
consist
of
children
living
in
similar
social
economic
circumstances.
BD
BD
All
the
work
and
commitment
they
put
into
coming
up
with
this
original
recommendation
cannot
be
thrown
away.
The
data
shown
was
unequivocal
that
the
20
city-wide
set-aside
would
give
extra
seats
to
the
most
privileged
families
contradicting
the
task
force
charged,
and
in
fact
this
is
why
they
rejected
it.
BD
Last
one,
accepting
the
shadowy
maneuvers
to
ensure
those
with
privilege
remain
privileged
is
wrong.
It
would
demonstrate
that
boston
in
this
school
committee
is
still
subject
to
the
systems
of
inequity
that
have
barred
a
generation
of
black
and
latinx
students
from
fair
access
to
infect
to
exam
schools
in
a
high
quality
education.
BD
Overall,
unless
you
vote
for
the
task
force
recommendation,
as
agreed
upon
on
monday
june
28
for
100
allocated
by
tiers
of
students
with
comparable
social
economic
status,
ranked
by
grades
and
test
scores,
you
will
show
you
are
not
committed
to
the
strategic
plan
that
you
outlined
and
are
not
trustworthy.
We
want
to
be
able
to
trust
you.
BD
BE
BE
BE
We
claim
to
be
an
anti-racist
district
in
word,
if
not
yet
always
indeed,
yet.
Racism,
inequity,
injustice
and
exclusion
persist
throughout
our
middle
school
and
high
school
enrollment
process,
and
when
the
task
force
arrived
at
a
recommendation
that
would
infuse
some
amount
of
equity
into
the
process.
BE
It
was
undermined
in
the
11th
hour
by
city
officials,
who
seem
to
be
beholden
to
the
subset
of
their
constituents,
who
can
both
afford
tutors
to
boost
their
kids
rankings
and
who
have
no
problem
upholding
the
status
quo
that
favors
the
white
and
the
wealthy
as
it
now
stands.
When
my
son,
who
is
white,
completes
fifth
grade
where
he
will
land
in
bps
will
be
uncertain
at
best,
but
with
our
privileges,
I
feel
confident
that
he
will
be
able
to
navigate
any
school
assignment
just
fine.
BE
Many
of
them
are
students
with
disabilities
or
english
learners
or
both
or
live
in
low-income
households.
Most
of
them
will
not
have
a
chance
at
the
opportunities
we
are
here
to
discuss.
Unless
inclusivity
is
truly
embraced.
As
a
mindset
district-wide,
we
all
lose
out
when
any
of
our
students
are
excluded
from
the
opportunities
that
would
allow
them
to
grow
and
thrive,
to
pursue
their
passions
and
discover
for
themselves
how
best
to
contribute
to
our
community.
BE
For
now,
I
ask
that
the
school
committee
returned
to
the
task
force's
original
consensus
and
adopt
the
version
of
their
proposal
that
assigns
100
of
invitations
to
selective
schools
using
socioeconomic
tiers.
I
also
ask
that
you
remember
that
this
is
just
the
beginning
of
moving
our
district
toward
equity
and
justice.
Keep
it
100.
Thank
you.
B
L
L
BF
BF
We
know
that
thousands
of
boston
children
choose
to
leave
bps
each
year
to
enroll
in
independent
schools
or
medco
programs,
or
leave
the
city
all
together
for
these
top
students.
Without
us
a
strong
exam
school
option
and
the
opportunity
to
earn
that
seat,
our
city
will
continue
to
lose
more
of
its
most
talented
children.