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From YouTube: Exam School Task Force Listening Session 3-13-21
Description
Exam School Task Force Listening Session 3-13-21
B
Okay,
good
morning,
everyone,
this
is
mike
contempassos
I,
along
with
tanisha
sullivan,
serve
as
the
co-chairs
of
this
task
force.
That
is
reviewing
the
process
that
is
in
play
for
this
year's
school
assignments
to
the
exam
schools
and
is
charged
specifically
with
coming
up
with
a
permanent
solution
to
the
admissions
process.
F
B
F
G
H
H
I
B
J
K
B
K
L
B
M
Thank
you,
mr
contemposis,
good
morning,
everyone
I
want
to
just
start
by
just
thanking
so
many
of
our
boston,
neighbors
and
community
friends
for
joining
us
this
morning.
We
the
numbers
every
time
I
look
at
the
attended
list.
It
just
keeps
increasing,
and
I
think
that
really
speaks
to
you
know
how
important
this
issue
is
to
so
many
of
us
across
the
city
and
so
again,
thank
you
for
joining
us
this
morning.
M
We
we
spent
the
majority
of
our
meeting,
I'm
really
listening
and
hearing
from
again
our
our
boston
community,
our
boston
families,
our
boston
stakeholders,
about
our
exam
schools,
admissions
process
and
again
this
morning
we
are
spending
some
additional
time
trying
to
provide
additional
opportunities
for
for
our
community
to
be
heard
on
this
issue,
and
this
will
not
be
the
last
time
we
have
scheduled
out.
You
should
refer
to
the
bps
website.
We've
scheduled
out
our
next
few
task
force
meetings.
M
N
N
He
feels
anxiety
about
whether
he's
good
enough.
Whether
his
grades
will
compare
with
many
of
the
private
school
students
in
west
roxbury
he's
anticipating
stigma
from
being
quote
left
behind.
Of
course
we
are
working
through
all
of
that
with
him
and
he
will
be
okay,
but
I
don't
want
that
for
my
kid.
I
don't
want
that
for
any
kid
in
boston,
too
many
have
experienced
those
feelings.
N
I
think
the
important
and
revolutionary
idea
of
the
temporary
plan
that's
in
place.
Right
now
is
the
creation
of
a
broad
applicant
pool
and
the
implicit
message
to
those
students
that
they
are
capable
of
success
at
an
exam
school
and
that
they
are
deserving
of
the
opportunity,
and
I
hope
that
the
new
plan,
whatever
it
is,
will
continue.
That
idea
of
an
applicant
pool,
I
think
the
criteria
should
expand.
I
think
it
could
include
gpa
and
and
test
scores
and
ranking
within
their
school.
N
I've
heard
counselor
arroyo
talk
about
that
idea,
and
I
really
like
it.
I
think,
evaluating
where
a
student
stands
among
their
peers
on
a
more
localized
level,
could
eliminate
some
of
the
grading
scale,
disparities
among
schools
and
between
public
and
private
schools,
and
it
could
mitigate
some
of
the
uneven
access
to
test
prep.
N
But
then,
if
they
didn't
get
a
seat
at
the
exam
schools,
they'd
be
more
likely
to
get
a
seat
at
their
fourth
choice
and
have
that
opportunity
we
might
see
then
cohorts
of
these
students
from
the
applicant
pool
at
some
of
the
other
high
performing
schools
in
the
city
and
those
students
could
enhance
a
culture
of
excellence
at
those
schools.
We
also
might
see
what
I've
seen
the
k1
lottery
do.
Expanding
families
perception
of
what
schools
might
be
a
good
fit
for
their
child.
N
A
O
Cleveland
hi
good
morning,
thank
you
for
this
work
for
your
work
on
this
task
force
and
this
opportunity
to
speak.
My
name
is
amy
cleveland
hudson
and
I
live
in
charlestown
and
my
children
attend
the
elliott
innovation
school.
I
would
ask
that
you
work
to
ensure
that
there
is
a
pathway
for
admission
in
ninth
grade.
In
addition
to
seventh
grade
many
k-8
schools
across
the
city
have
worked
hard
to
create
a
strong
community
of
learners
in
their
k-8
schools,
and
many
parents
do
not
wish
to
send
their
children
to
a
high
school
in
seventh
grade.
O
I
encourage
you
to
continue
to
explore
and
expand
the
pathways
to
high
school
for
incoming
ninth
graders,
not
only
incoming
7th
graders,
and
while
I
know
this
is
a
task
force
focused
on
exam
schools.
The
conversation
needs
to
continue
around
the
large
number
of
bps
students
who
will
not
be
admitted,
and
we
must
commit
to
the
opportunity
for
excellence
for
all
of
our
students,
not
just
the
students
within
the
walls
of
these
three
elite
schools.
B
P
P
P
A
A
Q
Hello,
can
you
hear
me?
Yes,
we
can
hear
you.
Can
you
hear
me?
Yes,
we
can
hear
you.
Oh
okay,
hi.
My
name
is
kathleen
adams.
I
am
a
boston
latin
graduate.
I
am
a
parent
of
a
current
seventh
grader
and
also
a
sixth
grader
in
boston,
public
schools.
This
year
has
been
so
painful
for
everyone
involved,
but
especially
the
sixth
graders
who've,
had
such
a
tough
time
trying
to
figure
out
what
last
summer
was.
Was
it
going
to
be
the
nwea
and
then
the
whole
craziness
with
this
whole
year?
Q
I
just
really
want
to
implore
you
to
keep
the
exams
in
the
exam
school
for
my
daughter
who's
there.
I
want
to
keep
the
rigor.
I
want
to
keep
the
the
excellence
as
a
graduate.
I
want.
I
I'm
a
proud
graduate.
I
I
don't
want
that
to
go
away,
and-
and
hopefully
my
son
is
in
the
pool
for
this
year-
hopefully
he'll
get
to
go
there,
but
I
feel
so
bad
for
his
classmates
this
year,
they've
had
such
an
awful
year,
there's
so
much
uncertainty.
Q
I
feel
so
bad
for
the
current
fifth
graders,
who
are
now
going
through
this
again.
Please
just
come
to
a
decision
and
don't
put
us
through
another
year
of
this,
it's
unfair
with
the
pandemic.
I
I
just.
They
just
need
to
have
some
certainty
and
know
what
is
expected
of
them.
What
is
needed,
and
just
don't
change
anything
more.
Thank
you
for
your
time.
A
A
R
Good
morning,
can
you
hear
me
thank
you
so
much
for
all
the
work
you've
done
so
far
and
for
hosting
these
listening
sessions.
So
the
story
I'm
about
to
share
is
not
I'm
very
like
embarrassed
to
share
this
story,
but
I
am
definitely
one
of
those
families
that
gain
the
system.
For
my
kid,
so
I
live
in
jamaica
plain.
R
My
child,
I
think,
got
three
answers
correct
the
first
time
they
took
a
sample
test,
and
you
know
they
were
tutored
all
summer
long
and
just
barely
sweeped
in
to
boston
latin
academy,
and
they
are
struggling
so
much
there.
They
hate
it,
they
hate
latin.
They
hate
the
rigor
and
I
I
feel
sorry
every
day
that
you
know
I
exploited
my
financial
means
to
really
you
know,
give
her
a
seat
there.
When
you
know
I'm
not
it's
not
clear
to
me
now
that
she
deserved
it.
R
R
You
know,
furthermore,
I'm
really
upset
to
see
what's
happening
with
this
lawsuit
that
now
hundreds
of
families
are
like.
You
know,
the
lawsuit
is
saying
that
families
are
being
harmed
because
of
this,
but
what
about
the
families
that
are
now
in
limbo?
You
know
their
results
are
won't
be
known
for
weeks,
and
so
I
I
support
the
work
this
group
is
doing.
I
support
the
change
during
the
pandemic
and
I
thank
you
all
for
your
thoughtful
work
on
this.
S
Hi
everybody
good
morning,
my
name
is
mike
skolka.
I
live
in
dorchester.
I
am
not
speaking
today
representing
any
groups
I'm
affiliated
with
just
to
mention
I
want
to
be
clear:
I'm
a
latin
school
graduate
class
of
97,
and
undoubtedly
one
of
mr
condom
past's
favorite
students
hey
mrs
c.
I
greatly
value
my
time
at
the
school
and
as
a
graduate,
it's
especially
important
for
me
to
speak
up.
I
think
we
all
need
to
be
more
vocal
about
this.
Now
is
the
time
for
changing
the
system.
S
S
S
T
Hello
good
morning,
and
thank
you
all
for
the
work
that
you
do
that
you've
been
doing
on
this.
My
name
is
dora
golding
I
live
in
jamaica
plain.
I
have
an
eighth
grader
at
boston,
latin
academy
and
a
sixth
grader
at
the
mission
hill
school
who
is
applying
to
exam
schools
this
year.
I
would
largely
echo
the
sentiments
of
the
last
two
speakers.
I
mostly
just
want
to
say
thank
you
for
the
work
you're
doing.
T
Thank
you
for
the
reforms
that
you
are
pushing
in
what
has
been
in
a
deeply
inequitable
process
for
much
too
long.
I
strongly
support
the
direction
of
the
reforms
that
you
have
already
proposed
and
I
would
strongly
object
to
any
attempts
to
revert
to
the
old
way
of
doing
things.
So
thank
you
very
much
for
the
work
that
you're
doing.
A
U
U
Where
was
the
outrage
about
the
exam
school
admissions
policies
and
practices
when
equally
talented
and
academically
excellent?
Black
and
brown
students
were
systematically
discriminated
against
and
marginalized
in
substandard
schools
and
a
racist
system
designed
to
keep
them
from
participating
in
an
american
system
that
immigrants
who
come
to
this
country
can
take
advantage
of
a
system
built
on
the
backs
of
the
free
labor
of
black
americans,
a
system
stacked
against
black
brown
and
poor
people,
a
system
alive
and
well
in
the
elitist
classes,
racist
boston,
public
school
systems
and
in
the
exam
institutions.
U
Enough
is
enough,
with
stacking
the
deck
in
favor
of
the
privilege
against
those
whose
tax
dollars
also
support
an
educational
system
that
just
serve
all.
Thank
you
for
your
hard
work
that
you're
doing,
and
thank
you
for
listening
to
me
this
morning.
I
will
be
fully
participating
in
this
process
as
a
parent
as
an
educator
as
a
community
activist
as
a
citizen
of
boston.
Thank
you.
V
Hello,
my
name
is
sunny
pai.
I
am
a
resident
of
jamaica
plain,
I'm
a
bps.
I've
been
working
in
bps
for
22
years
and
I'm
a
proud
parent
of
two
boys
at
the
curly
k-8,
where
ms
grass
is
the
principal
I
I'm
teaching
a
class
today
actually
around
and
we're
talking
about
white
supremacy
culture
and
we're
reading
this
document
from
kenneth
jones
and
tema
kun.
Some
of
you
may
know
it
that
talks
about
characteristics
of
white
sperms
to
culture
and
all
I
can
think
about
while
I'm
reading.
V
This
document
is
how
the
competitive
culture
in
our
schools
exemplified
by
exam
schools,
but
at
all,
schools
is
really
exemplified
in
this
document
and
I
think
about
the
students.
I've
met
over
the
years
at
charlestown,
high
and
the
kids.
I've
met
at
boston
arts
academy
and
the
kids
at
baa.
They
felt
special
because
they
got
into
something
special
and
it
was
such
a
plus
for
us
as
a
community
to
have
students
who
felt
that
way.
V
And
then
I
look
at
some
of
the
students
at
charlestown
who
there's
no
application.
There's
no
process
to
get
another
than
putting
your
name.
You
know
checking
off
a
box
and
how
do
we
have
a
system
where
some
kids
are
going
to
feel
special
without
other
kids
feeling
less
than?
I
don't
think
that
that's
possible.
V
I've
come
to
realize
in
this
debate
very
recently
that
when
we
say
high
quality
schools
for
all
as
a
dream,
I
do
not
think
that
that's
achievable
when
we
start
placing
value
on
students
and
some
students
get
messages
that
they're
more
special
than
others.
I
don't
know
what
to
do
about
that
and
how
to
reconcile
that.
But
I'm
watching
the
as
an
asian
person
to
see
what's
happening
in
the
asian
community
over
this
issue
is
personally
very
painful,
and
it's
all
related
to
these
things.
V
V
W
W
My
experience
before
getting
into
an
exam
school
I
mean,
I
think,
it's
noteworthy
to
first
say
that
general
boston,
public
school
education
is
severely
lacking
and
we
really
need
to
address
that.
We
need
to
get
better
resources
and
better
education
to
all
of
our
students
and
not
just
focus
so
much
on
these
three
elite
schools.
W
But
anyway,
my
my
experience
as
a
student,
my
when
I
first
placed
into
the
advanced
placement
program
in
fourth
grade.
I
was
so
far
behind
that
I
almost
flunked
out
of
the
fourth
grade,
even
though
I
had
straight
a's
up
until
that
point.
That
was
really
awful
and
traumatic
for
such
a
young
person
to
go
through
who
my
entire
life
had
been
told.
I
was
so
bright,
so
I
was
ill-prepared.
W
Then,
when
I
got
to
boston
latin
school
I
was
better
prepared,
but
once
I
got
there,
I
realized
just
how
privileged
everyone
around
me
at
that
school
was.
I
had
only
one
other
friend
who
hadn't
come
from
a
private
school
or
a
catholic
school
who
didn't
have
private
tutors,
who
didn't
have
the
resources
that
their
parents
were
able
to
give
them
in
terms
of
like
having
their
own
spending
money.
When
I
was
in
high
school
all
through
latin
school,
I
worked.
W
I
just
I
got
just
a
tiny
taste
of
what
it
feels
like
to
be
so
in
a
sea
of
privileged
people
and
just
to
be
a
little
bit
less
advantaged,
and
while
I
was
there,
I
also
first
hand
witnessed,
like
systemic
bias,
racism.
I
could
count
on
one
hand
the
number
of
black
students
in
my
class,
who
I
graduated
with,
and
everyone
else
was
white
and
asian.
W
I
can't
even
recall
having
a
latina
friend
at
all
in
the
seven
years
that
I
was
there,
so
I
think
that
this,
the
the
change
to
base
this
on
a
not
exam
option
is
sorely
needed.
We
should
absolutely
base
this
on
students
from
different
backgrounds,
take
the
top
percent
of
students
in
different
neighborhoods,
so
that
there
is
more
equitable
and
diverse
students
ending
up
in
these
exam
schools
and
we're
not
spending
our.
X
Oh
thank
you
good
morning.
My
name
is
travis
marshall
and
I'm
a
parent
of
fourth
and
first
grade
students
at
the
phineas
bates
elementary
school
in
roslindale
years
ago,
when
we
prepared
to
register
our
white
sun
for
kindergarten,
we
received
no
shortage
of
advice
from
other
older
white
parents.
A
common
thread
ran
throughout
their
guidance.
X
This
pipeline
is
cloaked
in
the
myth
of
meritocracy
to
assuage
any
concerns
about
over
and
underrepresented,
neighborhoods
and
socioeconomic
groups,
as
well
as
the
students
for
whom
exam
school
seats
are
simply
not
an
expectation
as
a
friend
whispered
to
me
during
dr
castelli's
early
listening
tours.
Why
are
we
spending
so
much
time
talking
about
exam
schools?
They
aren't
even
for
kids,
like
my
son.
X
I'm
well
aware
that
a
permanent
change
to
admissions
may
decrease
the
chance
that
my
own
kids
will
receive
invitations
to
these
schools,
but
the
fact
that
they
had
been
more
likely
to
under
the
previous
system
is
exactly
why
you
are
tasked
with
the
charge
of
fixing
it
in
our
vastly
unequal
city.
The
advantages
some
students
are
born
with
or
happen
upon,
because
of
where
they
live,
should
not
be
compounded
and
exacerbated
by
our
school
system.
X
Y
Y
I
also
worked
at
the
boston,
latin
school
association
out
of
college
for
two
years
and
I
have
a
very
strong
commitment.
I've
spent
many
hours
of
my
life
advocating
and
supporting
for
support
the
students
at
boston,
latin
school,
and
I
have
a
very
inside
view
of
how
things
work,
and
I
also
am
deeply
committed
to
my
class
and
to
the
love
and
affection
that
we
share
for
one
another.
Y
My
class
was
the
beneficiary
of
the
affirmative
action
emission
policy
that
was
in
place
from
the
70s
until
the
mclaughlin
case
in
1997,
and
I
don't
think
we
knew
at
the
time,
but
it
turns
out
that
we
were
the
most
diverse
student
body
in
the
history
of
boston,
latin
school
and
currently
the
percentages
of
black
and
brown
students
at
boston.
Latin
is
analogous
to
pre-desegregation
era
numbers.
Y
Y
That
can
then
contribute
back
and
the
idea
that
our
black
and
brown
fellow
city
members
and
the
children
are
in
any
way
lesser
and
that
having
more
black
and
brown
children
at
boston,
latin
school
would
somehow
degrade.
The
school
is
outrageous
and
strictly
racist,
and
I
would
like
to
see
that
change.
So
thank
you
for
the
work
that
you're
doing.
Z
Good
morning,
good
morning,
buenos
dias,
my
name
is:
I
am
the
proud
parent
of
two
children
at
the
raphael
hernandez
school.
We
are
a
bilingual
multiracial
and
multicultural
family
living
the
complexities
of
what
it
means
to
be
part
of
historically
and
currently
oppressed
groups,
and
also
those
with
historical
and
systemic
power.
Z
Although
the
process
has
been
confusing-
and
I
you
know
wish
it
had
been
a
little
bit
more
transparent
for
our
own
family.
I
know
that
making
systemic
change
is
messy
and
will
take
time.
So
I'm
here
to
express
my
strong
support
for
the
work
that
the
task
force
is
doing
to
reform
the
admission
systems,
and
you
know
I
also
do
appreciate
dr
cacelias
and
others
critique
of
the
existence
of
exam
schools
in
the
first
place
and
was
very
moved
by
mr
pai's
comments.
Earlier,
like
I
mean
the
complete
agreement.
Z
To
be
honest,
you
know
I'd
like
for
my
sixth
grader
with
the
system
as
it
currently
stands
to
receive
an
invitation
to
an
exam
school
next
year.
It
would
be
one
option
for
him
and,
like
all
parents,
we
want
to
have
options
so
that
we
can
make
the
best
choice
for
our
child
and
at
the
same
time,
I
also
understand
that,
to
undo
decades
and
centuries
of
racist
policies
for
the
system
to
be
fair
for
all
children.
Z
I
believe
that
contributing
and
creating
a
more
just
and
anti-racist
community
benefits
them
and
all
of
us
much
more
than
attending
an
exam
school,
and
I'm
excited
for
all
three
of
the
exam
schools
to
represent
the
amazing,
diverse
communities
of
boston.
This
will
undoubtedly
also
improve
these
schools.
Thank
you.
So
much.
A
A
A
D
D
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D
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D
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AA
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AB
AB
Okay,
good
morning,
everyone
thank
you
for
being
here
to
speak.
I'm
may
yous,
I'm
the
parent
of
the
pps
to
cycling
elementary
school
third
phase
and
my
other
children's
graduate
from
the
boston
leading
economy.
For
my
experience,
I
would
like
the
exam
instead
of
the
zip
code.
The
zip
code
is
very
unfair
matter
of
the
deciding
who
goes
to
exam
schools.
The
exam
is
far
is
fair
because
everyone
can
study
for
it
and
take
it.
AB
Even
if
the
child
does
very
well
in
school,
it
doesn't
guarantees
that
they
get
into
an
exam
school.
That
means
the
exam
can
make
child
more
innovative,
to
learn
and
get
devoted
getting
into
the
exam
school
and
the
last
things.
We
hope
that
bps
will
seriously
consider
this
issue.
Thank
you.
Thank
you.
So
much.
A
AC
AC
Instead,
the
the
focus
shouldn't
be
to
reduce
the
use
different
way
to
downgrade
the
three
exam
schools
to
get
a
more
minority
student
into
those
schools.
So
if
we
really
want
to
fairness,
we
want
to
improve
those
minority
students
the
the
the
future.
We
should
look
into
how
to
prepare
them
in
the
elementary
school
to
get
them
good
foundation
to
get
into
the
better
schools,
so
increase
the
improve
their
education
in
all
the
120.
AC
Schools
have
have
the
better
education
for
them,
so
they
can
have
a
solid
foundation
to
get
into
these
three
exam
schools
that
focus
shouldn't
be
downgrading.
Those
three
element
exam
schools
to
make
it
too
similar,
like
other
public
schools.
So
what
the?
What's
the
purpose
to
have
those
three
exam
schools?
What's
original
purpose?
AC
AC
The
kids
have
a
better
opportunity
to
have
have
the
better
education
for
them
in
the
elementary
schools,
so
they
can
be
more
easily
to
get
into
the
the
exam
schools.
So
that's
that's
my
my
all.
I
want
to
say
you
know.
Instead,
if
we
we're
trying
to
go
the
path
we're
taking
last
year,
and
that
means
eventually,
if,
if
that's
a
goal,
why
don't
we
just
remove
all
the
exam
schools
make
them
just
like
our
other
other
120
public
schools?
A
AD
AD
AD
AD
AD
We
know
how
to
play
the
system
if
you
change
the
system.
If
you
want
this
to
be
fair,
get
rid
of
grades,
keep
the
exams.
You
can
change
the
exams
to
only
include
what
is
taught
in
school.
You
can
get
rid
of
ise
and
get
a
more
fair
exam,
but
keep
the
exam
get
rid
of
grades,
because
grades
can
can
be
great
can
be
gained.
AD
The
second
point
I
want
to
make
is
about
the
way
the
fiasco
unfolded
this
year
for
next
year's
admissions.
The
reason
you
are
dealing
with
this
fiasco
is
because
bps
acted
this
year.
Just
like
it's
acted
in
priors,
for
example,
the
busing
fiasco
bps
is
arbitrary
and
precious
and
has
not
consulted
parents
before
they've
come
up
with
decisions.
AD
AD
My
third
point
to
educators
is:
stick
to
your
core
competency
educate
the
children.
Don't
try
to
socially
engineer
society,
because
you
will
end
up
with
results.
That
will
be
quite
contrary
to
what
you're
trying
to
do.
If
you
try
to
both
educate
and
re-engineer
society,
you
will
be
successful
in
neither
thank
you
for
your
time.
A
M
So
we
are,
we
were
scheduled
for
an
hour.
We
have
gone
over
now
by
17
minutes.
I
do
want
to
be
mindful
that
we
are
starting
to
again
that
folks
made
a
commitment
for
an
hour.
We
did
have
the
sign
in
sheet,
so
I'm
pleased
that
we
were
able
to
extend
the
time
in
order
to
accommodate
all
who
signed
up
in
advance.
I
want
to
encourage
those
who
want
to
continue
to
weigh
in
on
this
process
to
sign
up
for
comment
on
tuesday.
M
M
I
don't
see
any
other
hands
raised
from
task
force.
Members.
Thank
you
so
again.
I
I
want
to
to
thank
the
task
force
members
for
for
being
on
this
morning.
I
know
this
again
is
very
important.
This
part
of
the
process
is
very
important
to
all
of
us
and
want
to
thank
the
bps
team
again
for
being
here
on
a
saturday
morning
and
for
our
dynamic
and
interpretation
team
for
making
sure
helping
to
make
sure
that
this
session
is
accessible
language
accessible.
M
M
I
was
at
many
points
caused
to
given
cause
to
just
reflect
during
the
testimony,
and
I
want
to
you
know,
share
that
that
I
heard
it
all
and
that
I
really
do
seek
to
understand
it
all
and
understand
the
different
perspectives
that
were
brought
to
the
forefront
today.
In
particular
with
that,
I
continue
to
be
encouraged
by
our
city.
M
I'm
also
mindful
hearing
of
the
testimony
today
or
reminded
by
hearing
the
testimony
today
that
this
conversation
this
charge
that
we
have
as
a
task
force
with
respect
to
these
schools.
These
this
exam
school
pilot
admissions
policy
has
very
high
potential
to
be
an
incredibly
divisive
process
for
our
city
and.
M
We've
come
too
far
for
that
to
be
the
case,
and
so
I
personally
remain
unwavering
in
my
commitment
to
educational
equity,
access
and
opportunity
for
all
of
our
children.
We
heard
that
theme
throughout
this
morning's
conversation
about
the
need
for
all
of
our
children,
regardless
of
what
school
they
attend
within
bps
to
have
access
and
opportunity
through
those
those
school
communities.
M
I'm
also
committed,
from
a
leadership
standpoint
to
making
sure
that
this
process
is
one
that
is
respectful,
that
it's
inclusive
and
that
it
is
data
driven,
and
you
know,
as
I
was
listening
today,
I
do
hear
a
need
for
us
to.
You
know,
share
more
about
how
data
will
play
into
into
this
process
and
I'm
committed
to
having
an
outcome.
That
is
thoughtful.
M
That
is
evil
that
that
that
is
innovative,
that
is
equitable,
and
that
is
just
for
all
of
our
children
residing
in
the
city
of
boston
and
as
a
result,
one
that
does
maintain
rigor
for
our
students
and
one
that
does
provide
for
again
a
quality
education
for
all
of
our
kids.
So
again,
I
want
to
thank
everybody
for
being
here
for
participating.