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From YouTube: Exam School Admissions Task Force Meeting 5-28-21
Description
Exam School Admissions Task Force Meeting 5-28-21
C
A
D
E
A
C
D
D
F
Sort
of
mr
content
passes.
Thank
you
very
much
good
afternoon.
Everyone,
distinguished
guests,
my
name
is
juan
bernal.
I
am
the
simultaneous
spanish
interpreter
assigned
to
this
meeting
tonight.
For
those
in
need
of
interpretation.
I
will
now
proceed
to
explain
how
to
access
the
interpretation
feature
in
spanish.
D
G
D
D
D
D
D
D
M
E
D
O
O
O
O
O
O
O
O
O
O
So
it's
it's
the
same
methodology
that
we've
been
using
so
every
census
tract
here
gets
an
overall
score
based
on
the
five
metrics
which
I
don't
have
in
the
slide
deck.
But
I
can
pull
up
and
then
the
tier
cutoff
is
done
in
order
to
make
the
tiers
proportionally
sized
based
on
the
number
of
either
all
school-age
children,
which
is
on
the
left
or
school-age
children.
P
H
B
Yes,
thank
you,
so
I
just
want
to
make
sure
that
I'm
understanding
this
so
a
couple
of
things,
so
the
cutoff
is
not
based
on
a
socio-economic
level.
It
is
it's.
If
I'm
understanding
you
correctly,
each
of
the
census
tracts
is
evaluated
based
on
the
five
metrics.
Yes
and
you
essentially
put
them
on
a
list.
E
A
O
C
O
B
B
So
each
census
tract
has
an
x
number
of
school-age
children
in
grades
five
to
eight,
and
you
are
grouping
census
tracts
until
you
get
to
in
your
example,
five
roughly
five
thousand
children,
and
that
would
be
like
tier
one,
and
then
you
do
the
next.
Roughly
five
thousand
and
that's
tier
two
yes
got
it,
and
could
you
pull
up
the
metrics
when
you
get
a
chance
just
so
that
we
can
refresh
our
recollection
on
what
what
what
those
metrics
were?
B
O
C
B
Not
for
obviously
not
for
this
discussion,
but,
as
I
think
about
it,
I
do
wonder
if
we
were
to
you
know,
continue
to
explore
the
tears
thinking
about
the
metrics
again
trying
to
get
to
socioeconomic
really
get
to
you
know
the
socio-economic
piece.
I
wonder
if
there's
a
factor
we
couldn't
a
metric,
we
could
include
relative
to
poverty
rates
within
the
census
tract
for
children
childhood
poverty
rates,
because
we
know
that
that
is
those
numbers
are
increasing,
and
so
that's
something
that
I
think
I'd
like
to
see.
A
Q
So
you
can
have
neighborhoods,
like
the
south
end,
like
south
boston,
where
there
are
high
concentrations
of
wealth
that
skew
the
median
and
still
have
people
who
are
floating
in
and
out
of
the
poverty
level
and
so
within
the
census
track.
I
think,
there's
even
more
nuance
with
regards
to
that
particular
assessment.
Q
P
O
O
O
Q
B
C
P
A
O
O
And
I
think,
mr
kreger,
I
think
this
was
originally
your
idea
and
thinking
that
it
might
help
differentiate
around
some
of
our
areas
with
public
housing.
So
if
I
go
back
down
to
this
red
dot
at
the
bottom
of
the
city
here,
where
it's
no
longer
in
the
darkest
highest
tier,
but
it
was,
I
believe
in
the
tier,
the
four-tier
version
as
an
example.
O
O
O
D
O
O
O
A
B
I'm
wondering,
if
perhaps
you
know,
if
we
were
to
move
in
this
direction,
we
should
have
a
tier
that
is
for
public
housing
and
the
reason
I
say
that
is
because
the
maps
would
suggest
that
the
tears
do
would
not
likely
address
the
you
know
the
the
underlying
issue
we're
trying
to
solve
for
with
respect
to
public
housing.
It
surround
it,
income
in
neighborhoods
that
are
otherwise
higher
income.
A
R
Thanks
just
wanted
to
piggyback
on
on
ms
sullivan's
concern
there
and
I'm
wondering
if,
if
the
numbers
aren't
as
even
as
some
of
the
other
tracks,
if
there
might
be
some
ways
to
think
about
it
around
either
a
set
aside
number
of
seats,
potentially
if
they
don't
break
down
as
evenly
as
the
other
tiers,
do
some
sort
of
proportional
seat
allocation
or,
if
there's
some
opportunity,
because
this
is
a
universe
of
students,
at
least
in
bps.
That
would
be
known
to
reassign
their
tier.
R
One
so
I
what
I'm
saying,
because
I'm
worried
about
us
at
this,
the
same
issue
with
sullivan
I
was
thinking.
I
don't
know
what
that
number
is,
but
let's
say
that
that
number
is
significantly
smaller,
got
it
and
then
the
four
tiers.
So
you
can't
use
the
same
proportionality
as
the
rest
of
the
assignment.
S
B
O
M
M
M
O
M
And
if
we
were
looking
say
at
the
tiers
one
and
two
of
the
eight
tier
model
right,
I
guess
what
I'm
what
I'm
asking
is
just
eyeballing,
the
other,
the
other
tiers
in
that
model
right.
Why
is
it
that
you
know
300
students
in
tiered?
Let
me
see
if
I
can
say
this
right:
why
is
it
that
300
students
in
tier
2
ended
up?
M
O
O
C
E
Q
And
I
have
a
question
that
might
be
related
to
that,
but
I'm
just
curious
if
the
14
tracks
in
the
eight
tier
model,
if
that
is
if
those
same
14
tracks,
would
be
in
the
tier
1
models
before
it,
because
those
are
then,
as
as
you
got
more
finite,
that
would
be
the
core
medius
group.
If
I'm
not
mistaken,
right.
R
So
is
the
question
mr
cracker,
that
you're
asking
I
think
it
might
be
mine
as
well,
why
they
could
not
be
made
as
evenly
as
possible
as
the
cut
off
by
it.
The
the
tears
are
more
relative
to
one
another
right,
so
could
couldn't
the
tiers
be
based
on
the
school
age
in
grades,
five
through
eight
or
applicants
or
whoever
but
just
made,
even
especially,
if
we're
having
an
equal
percentage
of
students
from
each
one
like.
I
think
that
means
that
the
tears
would
have
to
be
redefined
annually.
O
Guy,
so
I
think
there's
potential
for
the
number
of
school-aged
children
to
change
with
each
census
and
the
potential
for
each
sorry
with
each
american
community
survey
and
the
potential
for
all
of
these
metrics
to
change.
What
we've
found
is
using
the
five-year
average,
usually
kind
of
smooths
out
any
large
changes.
R
B
E
M
Look
at
the
number
of
school-aged
children
for
tiers
one
and
two
tier
one
is
significantly
lower
than
an
eyeballed
average
of
about
2
800
students
right,
whereas
tier
2
is
significantly
higher
than
an
eyeballed
average
of
about
2
800
students
forget
the
noise.
In
the
background,
I'm
curious,
you
know
what
would
happen
if
approximately
300
of
the
students
in
tier
were
moved
down
to
tier
one.
O
O
And
that's
only
about
40
kids
different
from
that
one-eighth
number,
so
I
think
it
would
make
sense
to
make
that
adjustment
to
the
tier,
which
would
have
a
ripple
effect
right
down
the
rest
of
the
tears,
and
so
I
think
that's
a
thing
we
can
look
more
closely
at
as
we
delve
deeper
into
this.
So
did
that
make
sense.
D
M
In
doing.
That
is
also
what
impact
would
that
have
on
the
number
of
applicants,
because
it
looks
to
me
you
know
the
267
at
the
top.
Is
the
lowest
number
of
applicants
the
381
right
below.
It
is
the
largest
number
that
we
see
until
we
get
to
the
very
bottom
right.
Would
it
make
those
numbers
more
proportional
to
the
whole
and
have
a
similar
ripple
effect
on
the
remaining
tiers.
O
So,
mr
mcgregor,
it
just
so
happens
that
the
model
using
all
grades-
all
school-age
children
does
actually.
I
know
these
numbers
are
different
because
they're
a
different,
it's
a
different
metric.
But
when
I
look
at
the
tier
changes
in
the
file,
it
does
exactly
that
it
bumps
one
additional
tier
into
tier
one.
So
you
see
that
number
of
tracks
is
15.
M
B
P
But
if
you
look
at
the
previous
map,
the
dots,
the
red
dots,
would
signify
subsidized
housing,
meaning
low-income
kids,
they're
still
in
higher
tiers.
There
were
a
lot
in
the
light
blue
right
and-
and
there
are
plenty
of
kids
who
lack
resources
who
don't
live
in
subsidized
housing,
but
could
still
be
scattered
throughout.
So
I'm
just
like
trying
to.
P
P
C
Q
And
if
you
used
home
ownership
as
the
primary
economic
factor,
then,
whether
that
that
that
may
eventu
that
may
end
up
grouping
that
the
public
housing
subsidized
housing
students
into
its
own
tier
anyways,
regardless
of
the
census
tract.
I
don't
know
if
that
makes
sense
like,
regardless
of
where
they
are
located.
Geographically.
O
O
O
O
O
O
O
A
A
A
O
E
N
N
U
O
O
B
O
O
Q
Rather
than
is
there
any
way
to
overlay
just
the
neighborhood
map,
not
zip
code
map,
but
the
neighborhood
map
over
this
data,
so
that
you
can
see
where,
where
so
a
census
tract,
might
cover,
for
example,
south
end
chinatown
and
maybe
a
little
bit
of
downtown.
You
know
downtown
crossing,
but
you'd
at
least
see
where
the
south
end
neighborhood
is
and
where
the
south
boston
neighborhood
is,
and
all
of
that.
O
B
It
would
help
to
be
able
to
to
understand
kind
of
where
again
kind
of
the
how
this
it
will
help
me
to
better
understand
if
the
tear,
if,
if
simply
using
tears,
is
enough
to
not
only
tackle
the
socioeconomic
piece,
but
also
the
neighborhood
piece
or
if
there's
something
else.
We
would
need
to
think
about
relative
to
neighborhoods
to
ensure
that
there's
neighborhood
diversity
or
to
help
ensure
there's
neighborhoods.
M
You
know
those
results
and
fitting
them
into
this
new
system.
If
there
were
a
straightforward
way
to
do
that
right-
and
it
seems
like
a
two-step
thing
for
me
right,
one
is,
you
know,
putting
those
scores
into
the
system
and
then
from
the
system
figuring
out
the
the
resulting
impact
on
the
neighborhood
diversity,
ms
sullivan
referenced
right.
So
not
just
you
know
how
many
tier
one
students
got
in,
for
example.
O
D
M
C
D
P
Q
From
my
perspective,
we
have
two
different
systems
right.
We
have
the
old
system,
which
is
the
ic
and
gpa
for
math
and
ela,
and
we
have
this
proposed
system
where,
if
I'm
understanding
the
direction
of
the
conversation,
we're
thinking
that
maybe
there
will
be
potentially
seats
allotted
by
tear
or
assigned
to
tier,
as
opposed
to
ranking
students.
Q
O
Q
Q
Based
on
those
who
were
invited
in
the
school
year,
2021
where
they
slot
against
those
tiers
and
where
the
tears
were
empty
or
where
the
tiers
weren't
filled
at
all,
will
give
you
the
distribution
of
what
didn't
happen
it.
It
would
give
you
the
gap
or
the
historical
gap
that
happened
that
year,
correct.
O
Q
O
R
Thank
you,
I
don't
know.
Maybe
this
is
the
time
to
kind
of
see
where
we
are
on
this
topic
or
or
if
this
is
for
another
conversation,
but
I
do
think
it's
really
important
to
assess
where
we
are
related
to
the
idea
of
a
lottery,
I'm
I
I
think
we
should
consider
our
charge
of
what
we
were
tasked
to
do
and
what
that
means
and.
R
I
I
just
don't
I'm
very,
very
uncomfortable
with
the
idea
of
the
lottery
and
I
just
felt
like
I
wanted
to
say
that,
and
I
don't
know
when
we're
going
to
be
discussing
that
or
assessment
specifically,
but
if
we
can
make
time
for
it,
I
think
that
would
be
important
because
I
I
I
just
find,
I
don't
agree,
and
I
know
there
are
a
lot
of
things
we
don't
agree
on,
but
that's
a
big
big
bucket
to
consider.
So
I
think
we
should
make
the
time
or
make
the
space
to
do
so.
B
P
S
S
But
I
also
think
the
lottery
aligns
with
our
school
choice
system
as
a
district
to
enter
schools
in
boston.
Initially,
and
while
I
know
this
is
not
our
charge,
there
are
a
lot
of
inequities
about
how
to
get
into
high
schools
within
the
city
of
boston
and
if
the
exam
schools
can
do
it,
why
can't
everybody
else
in
in
making
sort
of
a
shift
and
thinking
about
more
globally?
How
are
we
equitable
as
a
school
district,
and
so
I
just
wanted
to
say
that
about
the
lottery.
N
N
Paradigms
can
shift
minds
can
be
changed
and
I'm
speaking
of
my
own
to
be
honest,
rachel
I
was
when
I
heard
lottery
at
first.
My
my
instinctive
visceral
reaction
was
first
you
you,
you
voiced
it
so
well,
but
dr
tong
you've
got
me
thinking
now.
I'm
I'm
not
quite
yet
converted
to
the
idea
of
lottery,
but
I
do
want
to
hear
more
about
it
and
I
think
the
more
that
we
talk
about
it.
N
N
What
do
we
mean
by
lottery
and
why,
frankly,
I
think
of
you
know
there:
there
are
families
that
are
bummed
if
their
child
does
not
get
into
their
favorite
charter
school,
but
they
don't
question
the
fairness
of
my
child
getting
into
that
charter
school
or
not.
It's
just
bomb
luck
that
my
child
did
not
get
in
and
others
did
we
just
again
their
their
answer
to
that
is.
We
need
more
of
them,
and
maybe
that
would
be
a
great
response.
Q
I
just
want
to
make
a
distinction
that
that
there's
eligibility
and
there's
invitation
eligibility
is
about
the
student's
achievement
and
students
worth,
and
that's
where
your
pride
should
come
in
as
both
a
parent
as
a
student
and
what
we
come
up
with
eligibility
could
include.
Assessment
assessment
does
not
have
to
be
separate
from
lottery.
Q
D
D
D
It
will
work
if
we
use
the
same
process
and
that
comes
down
to
what
do
we
use
the
assessment
for
if
we
use
one
and
what
our
thinking
is
around
the
assessment
we've
had
concerns
around
both
sides
of
the
equation.
No
assessment
is
perfect
and
we
know
the
pros
and
cons,
but
we
still
have
to
determine
the
readiness
of
the
applicant
pool
somehow.
D
P
P
Let
me
just
find
my
data
here
from
this
past
year's
policy.
92
percent
of
seventh
grade
invitees
and
97
percent
of
ninth
grade
invitees
had
a
b
plus
or
higher,
which,
in
our
conversations
around
rigor,
I
think.
While
we
have
different
definitions
of
rigor,
we
all
agreed
that
students
who
attend
the
exam
schools
should
be
performing
at
grade
level,
and
I
think
a
b
plus
get
gets
us
there.
P
And
then
this
was
a
response
I
had
to
last
week's
meeting
and
I
want
to
raise
it
again,
because
the
20
citywide
has
come
up
a
couple
of
times
and
I
don't
agree
with
20
city-wide
as
the
first
as
the
top
group,
because
in
the
slide
deck
from
may
18th
there's
a
slide.
That
shows
that
the
20
city-wide
there's
a
couple
of
slides
that
show
that
those
students
are
not
representative
of
the
district
demographics,
and
so
they
they
actually
do
not
help
us
to
get
closer
to
our
charge.
P
S
You
I
was,
I
want
to
clarify
about
the
lottery
as
well.
I
was
not
thinking
of
just
straight
lottery,
I
was
thinking
like
there
would
be
some
sort
of
eligibility
pool,
whether
that
be
a
we,
we
do
the
20
and
then
there's
the
eligibility
between
like
a
test
and
grades
or
whatever
the
decisions
we
make,
and
then
the
remaining
percent
would
be
the
lottery,
but
not
just
a
straight
overall
lottery.
So
I
did
just
want
to
clarify
that.
S
I
think
I
think
it's
very
hard
at
this
point
to
make
a
blanket
decision
about,
like
I'm
not
into
the
lottery
or
I'm
not
into
the
20,
I'm
not
into
this
or
that,
because
we
have
to
kind
of
come
to
an
understanding
about
which
of
the
pieces
we
want,
because
some
of
these
things
would
fit
based
on
the
other
portions
of
the
process
that
we
accept.
So
I
don't.
S
R
R
If
it's
simply
about
receiving
a
result
of
grade
level,
students
with
you
know
no
prioritization
within
those
eligible
students?
Why
are
we
separating
them
out
by
neighborhood
lottery
by
nature?
Would
do
that
anyway,
and
so
I
I'm
I'm
confused.
Why
we're
here
at
the
same
time
that
we're
also
trying
to
create
this,
these
tiers
that
are
trying
to
achieve
the
same
the
same
goal?
I
do
think
that
it
is
not
accurate
that
a
lottery
system
for
the
exam
schools
would
have
a
beneficial
effect
on
enrollment
anywhere
else
in
the
district.
R
I
think
actually,
the
k
through
eight
complications
and
the
system
that
we
have
actually
sometimes
drive
families
away
to
other
districts
as
it
is.
I
don't
think
it's
a
model
that
we
should
say
because
we
do
it
elsewhere.
We
replicate
it
for
those
of
us
who've
been
through
the
lottery
as
parents,
it
it
ain't
fun
and
it
does
often
send
folks
out
of
the
city,
and
so
the
idea
that
you
know
folks
would
stay
in
the
city
and
know
that
their
child
could
get
straight
a
pluses
the
highest
score
on
a
map.
R
My
concern
isn't
coming
as
an
administrator
of
the
school.
In
terms
of,
would
I
be
able
to
serve
an
academically
ready
group
that
came
from
a
lottery?
Absolutely
wonderful,
my
I'm!
Wearing
the
hat
of
a
bp
of
a
boston
resident
and
a
parent
who
thinks
that
it
would
be
seen
as
extremely
arbitrary
and
antithetical
to
the
nature
of
exam
schools
to
do
this
policy,
and
I
think
the
challenge
is
that
we
all
have
different
philosophy
philosophies
around
the
nature
of
exam
schools.
But
I
don't
think
that's
our
church.
R
B
Q
Q
One
of
the
reasons
why
this
system
gets
gained
is
because
we
are
always
emphasizing
ela
and
math
when
you
look
at
grade
five
core
standards,
there's
more
than
ela
and
math
to
be
covered
by
the
state.
There's
science,
there's
arts,
there's
social
studies
in
history,
and
I
am
wondering,
if
there's
an
opportunity
to
randomize
from
year
to
year
the
two
areas
that
we
that
bps
would
use
to
select
students
for
eligibility.
Q
P
I
just
wanted
to
give
my
answer
to
ms
garrett
for
why?
Why
not?
If
we're
talking
about
a
lottery,
why
not
to
go
with
a
citywide
lottery
and
my
proposal
would
be-
and
I
guess
the
reason
is
because
we
know
that
applications
differ
across
the
district
and
so
to
increase
representation
from
feeder
schools
from
neighborhoods
doing
a
library
of
eligible
students.
B
Thank
you,
so
we
that
was
a
very
rich
conversation
and
you
know
to
mr
contemposis's
point.
We
do
need
to
start
landing
our
plane
here.
My
words
not
his,
and
so
I
you
know
what
I
really
want
to
encourage
us
to
do
over
this
long
rainy
weekend
is
to
give
this.
You
know
the
conversations
of
the
past
couple
of
in
the
past
two
weeks.
You
know
just
some
deep
thought
and
really
try
to
you
know
put
if
you
have.
B
You
know
ideas
at
this
point
about
what
this
policy
could
look
like,
or
should
look
like
whether
it's
building
off
of
what
mr
contemposis
has
presented
or
it's
building
off
of
something
else.
I'm
gonna
ask
truly
that
we
start
to
put
it
on
paper
like
let's,
let's
do
that
for
tuesday,
so
that
we
can
really
get
down
to
making
some
decisions
here.
Also
on
tuesday
we
should
be
in
mr
condom
passes.
Let
me
know
if
you
disagree.
B
D
B
J
A
Much
have
two
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person
will
remind
you
when
you
have
20
seconds
left.
Please
take
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
place
your
hand
virtually
in
zoom
make
sure
you're
signing
to
zoom
with
the
same
name.
You
used
to
sign
up
for
public
comment
that
would
allow
us
to
identify
you
when
it's
your
turn
to
testify.
A
A
A
U
So
thank
you
for
giving
me
the
opportunity
to
speak
today.
My
name
is
irene
tian
and
I
live
in
west
roxbury.
I
am
in
fifth
grade
and
my
brother
is
currently
attending
bls.
We
live
in
the
same
block
as
kilmer
school,
which,
unfortunately,
my
brother
and
I
were
not
able
to
attend.
As
we
were
not
able
to
win
the
entrance
lottery.
Killman
was
at
excellent
school
in
the
past.
In
the
past,
most
of
their
students
went
to
the
exam
schools.
U
U
The
other
class
had
seven
kids
go
to
the
exam
school
much
less
than
last
year.
The
task
force
does
have
a
very
good
time
and
important
job
that
will
decide
the
future
of
thousands
of
potential
students
in
the
boston
area.
Please
be
very
careful.
We
want
to
help
kids
in
less
fortunate,
econ,
economical
conditions,
but
please
don't
shut
down
the
door
for
other
kids
just
because
they're
they
are
arbitrarily
based
systems
like
this
benefit
or
hurt
people
without
knowing
their
background.
That
being
said,
this
will
not
stop
me
from
trying.
U
Even
with
my
disadvantages,
I
will
try
my
best,
even
though
my
future
is
not
guaranteed,
because
I
know
my
merit
will
seem
sooner
or
later
by
my
city.
I
hope
one
day
no
one
will
fight
over
race,
skin,
color
or
zip
code
anymore.
We
all
need
to
be
united
and
encourage
us
students
of
boston
to
reach
higher
and
higher
peaks
and
achieve
our
potential.
My
city
can
do
it.