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From YouTube: Exam School Admissions Task Force Meeting 3-23-21
Description
Exam School Admissions Task Force Meeting 3-23-21
B
A
What
I'll
do
is
I'll
do
the
welcome
the
roll
call,
the
approval
of
the
minutes
read
the
names
of
the
translators
and
then
turn
it
to
you
give
a
welcome
and.
C
A
E
D
D
A
After
I
finish
introducing
the
interpreters,
we
will
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
Click
the
icon
to
select
your
language
preference
beginning
with
the
spanish
interpreter
this
evening
is
randolph
dominguez.
Will
you
please
invite
our
spanish-speaking
audience
to
switch
their
zoom
channel?
G
G
A
A
I
A
J
A
K
K
A
Thank
you
that
completes
the
introduction
of
all
of
our
translators.
For
this
evening.
I
would
like
to
now
move
to
the
approval
of
the
minutes
which
you
task
force
members
have
received.
The
first
is
the
minutes.
Are
the
minutes
of
the
march
13th
meeting
the
chair?
Will
the
co-chair
will
ask
for
a
motion
to
accept.
M
Could
I
well
just.
M
I
think
what
miss
parvex
was
suggesting
is
that
we
could,
if
it,
if
the
body
was
so
inclined,
we
could
have
a
unified
motion
to
accept
both
the
march
13th
and
march
16th
minutes.
N
O
P
D
O
D
A
I
now
would
like
to
turn
it
over
to
co-chair,
miss
sullivan.
Please.
M
Thank
you,
mr
contemposis.
I
want
to
say
good
afternoon
to
everyone
it's
it
is.
It
is
good
to
have
yet
again
great
participation,
and
I
want
to
as
always
think
and
advance
our
interpreters
for
the
hard
work
that
they'll
do
over
the
course
of
this
meeting.
I
am.
I
do
want
to
just
refer
us
to
our
agenda.
M
We
are
today
going
to
take
some
time
to
review
as
a
task
force
the
exam,
the
temporary
exam
school
policy
that
is
in
place
for
the
upcoming
school
year,
for
admission
and
for
the
upcoming
school
year,
21
22.,
and
then
we're
going
to
take
some
time
to
walk
through
an
overview
of
some
of
what's
happening
in
other
parts
of
the
country
relative
to
selective
school
admissions
and
also
take
some
time
to
walk
through
a
a
couple
of
the
elements
that
we
need
to
as
a
task
force.
M
Just
keep
in
mind,
as
we
start
to
move
closer
to
putting
pen
to
paper,
well
virtual
pen
to
paper
to
develop
a
recommendation
for
the
school
committee.
So
with
that,
I
want
to
invite
monica
roberts.
She
will
join
both
co-chair
contemposis
and
I
am
walking
through
what
is
currently
in
place
for
the
emissions
policy.
M
O
O
So
again,
this
is
a
one-year
policy,
and
after
this
school
year
the
district
based
on
the
school
committee
vote
is
would
revert
to
the
current
policy,
the
the
standing
policy
that
has
been
placed
for
some
time.
As
we
know,
the
work
of
this
task
force
is
to
determine
to
make
a
recommendation
on
the
long-term
policy.
O
They
do
need
to
meet
one
of
two
eligibility
criteria
and
requirements,
and
that
is
either
to
have
a
b
average
in
ela
and
math
on
the
last
school
years,
so
seven
to
two
school
years
will
fall
and
winter
marking
terms
or
have
received
a
meeting
or
exceeds
expectations
on
the
2019,
ela
and
math
mcas
again.
This
is
not
a
both
and
provision.
Students
only
had
to
meet
one
of
these
to
get
into
the
eligibility
pool
next
slide.
Please.
O
Yes,
thank
you,
sorry.
So,
as
part
of
our
process,
we
are
asking
schools
a
to
to
verify
grades
so
they're,
submitting
transcripts
and
b
to
verify
that
those
grades
are
reflective
of
the
student
performing
at
grade
level
based
on
the
massachusetts
curriculum
standards.
So
that
is
something
that
we've
asked
for
for
applicants:
schools
to
sign
off
on.
M
So
miss
roberts,
if
I
may
just
so
that
we're
all
clear
this-
is
to
create
the
pool
of
eligible
applicants
yeah.
Thank
you.
O
And
we're
going
to
move
next
to
the
invitation
process
so
to
determine
who
is
actually
invited
to
attend
an
exam
school.
O
So
20
of
seats
will
be
distributed
by
straight
rank
of
the
gpa
across
the
city,
so
it'll
be
a
city-wide
ranking
of
applicants
and
20
of
the
seats
across
the
exam
schools
will
be
distributed
to
those
who
are
highest
ranking
across
the
city.
Secondly,
80
of
dates
will
be
distributed.
O
M
O
The
students
with
the
highest
gpas
will
be
placed
in
their
first
choice
school,
where
students
might
be
ranked
the
same,
they
will
receive
a
random
number
which
would
be
used
to
determine
the
order
in
which
they
are
placed
in
this
process.
Students
will
only
be
placed
in
their
first
choice,
school,
and
the
reason
for
this
is
that
students
will
have
another
opportunity
to
get
their
top
choice
school
in
the
second
process.
M
No,
that
is,
that,
is
clear,
and
so
the
only
time
a
random
number
is
assigned
is,
if
there
are,
there
are
two
or
more
students
who
have
the
exact
same
gpa.
O
O
So
each
zip
code
will
be
allocated
a
number
of
seats
based
on
a
proportion
of
school-aged
children
living
in
that
zip
code.
This
is
not
a
set
number
of
seats
at
each
school.
It
is
a
set
of
overall
invitations
that
will
be
distributed
based
on
the
preference
of
the
application,
students
will
be
placed
into
an
applicant
pool
for
their
zip
code
and
they
will
be
ranked
by
gpa
again
where
students
are
their
gpa
is
the
exact
same.
O
O
M
Can
you
just
clarify:
where
did
you,
where
did
we
get
kind
of
the
or
how
are
we
able
to
determine
how
many
the
minimum
number
of
seats
that
would
be
allocated
or
for
students
who
are
living
in
a
particular
zip
code?
How
did
how
does
that
happen?.
O
Yeah
and
now
invite
my
colleague
monica
hogan
to
support
me
in
this,
but
the
the
data
for
the
percentage
of
families,
the
medium
family
income,
with
students
under
the
age
of
18,
in
terms
of
how
many
families
are
within
that
zip
code,
I
believe,
was
provided
by
our
partners
at
the
boston
planning
and
development.
H
C
C
This
is
an
annual
survey
done
as
part
of
the
census
process,
and
so
the
data
that
is
used
for
both
of
these
is
a
five-year
average
from
between
2014
and
2018,
because
those
were
the
most
recent
five-year
average
available
at
the
time
of
developing
this
policy,
and
so
our
partners
at
bpda,
the
boston
planning
and
development
agency,
did
that
analysis
for
us,
from
data
from
the
census
showing
the
income
and
the
percentage
of
school-age
children
by
zip
code.
C
Through
a
process
we
call
projections,
and
so
through
that
process
it's
determined
how
many
invitations
will
be
sent,
and
so
once
you
have
that
number
20
of
those
seats
are
allocated
through
the
20
process
and
then
the
remaining
80,
whatever
that
number
is,
would
be
multiplied
by
the
percentage
of
school-age
children.
Thank
you.
M
Thank
you,
okay,
and
so
all
of
the
students
from
the
pool
who
have
not
otherwise
already
been
assigned
to,
or
it's
accepted,
an
invitation
to
be
assigned
to
an
exam
school
they're,
all
then
kind
of
put
into
their
respective
zip
codes
neighborhoods,
and
they
are
then.
M
Okay,
so
they're
rank
ordered
by
gpa
when
it
comes
to
the
allocation
when
it
comes
to,
could
you
talk
a
little
bit
about
when
it
comes
to
basically
who
selects
first
for
a
seat,
meaning
which
neighborhood
or
which
zip
code
selects?
First,
could
you
just
repeat
this
piece
with
respect
to
the
median
family
income?
How
does
that
play
into
this.
O
So
the
zip
codes
will
be
ranked
from
the
zip
code
with
the
lowest
median
family
income
to
that
with
the
highest
median
family
income
and
as
we
do,
the
distribution
of
10
of
seats
per
round.
The
first
zip
code
that,
with
the
lowest
median
family
income,
those
students
will
be
placed
first
up
to
the
number
of
seats
available
in
that
round.
So
up
to
10
of
the
seats.
M
O
M
Okay-
and
it
is-
and
just
to
confirm,
you
shared
that
in
this
particular
round,
if
a
student's
first
choice
seat
is
not
available,
then
they
are
given
the
opportunity
to
select
their
second
and,
if
that's
not
available,
then
they're,
given
the
opportunity
to
select
their
third.
Yes,
that's
correct.
Okay,
great
thank.
O
You
slide,
this
is
just
a
clarification
which
miss
hogan
kind
of
went
over
already,
but
that
I
think
when
we
initially,
the
working
group
initially
made
a
recommendation.
It
was
for
medium
household
income,
but.
R
O
O
Next
five,
please,
the
last
piece
is
yes:
there
were
some
additional
recommendations
that
the
committee
made
one
was
to
ensure
that
there
was
a
academic
support
for
students
prior
to
the
start
of
the
new
school
year.
So
during
the
spring
and
during
the
summer
the
district
will
be
looking
to
provide
programming
for
students.
O
Secondly,
that
we
would
expand
our
existing
exam
school
initiative,
which
has
primarily
served
grade
six
and
then
this
last
year
we
we
served
fifth
grade,
so
that
would
start
as
early
as
the
fourth
grade
and
run
through
october.
So
it
usually
starts
in
the
summer,
but
it
would
go
due
to
october
and
students
will
be
able
to
participate
from
grades
four
to
six
again
focus
on
academic
acceleration
in
both
ela
and
math.
O
Additionally,
the
the
working
group
did
recommend
and
it
was
adopted
to
remove
two
current
policies.
One
is
called
non-traditional
entry,
which
had
not
been
used
in
many
many
years
since
1992,
where
individuals
could
apply
directly
to
a
school,
doing
a
essay
process
and
or
an
interview
process
that
was
voted
to
be
removed
and,
secondly,
a
deferment
of
acceptance
which
had
been
used
in
over
the
last
few
years
about
one
to
two
students
per
year,
but
it's
essentially
allowing
a
family
to
defer
taking
their
exam
school
seat
until
the
next
school
year.
O
O
That
is
not
correct,
but
I
believe
it
had
been
over
20
years
since
it
had
been
used
by
any
by
any
families.
M
M
Okay,
great,
is
that
the
last
slide,
that
is
the.
M
Okay,
so
let's
do
this,
let's
come
off,
and
so
we
can
see
one
another
again
here.
Let
me
just
for
the
task
force.
Members.
Are
there
any
questions
that
you
have
for
clarification
or
additional
information
want
to
make
sure
that
this
is
reflective
of
our
collective
understanding.
E
Just
one
question,
madam
co-chair,
with
respect
to
the
very
first
thing
that
monica
monica
thank
you
for
your
excellent
summation
of
one
long
summer's
work,
but
when
does
this
pop?
So
if
we
were
to
decide
to
just
not
do
a
thing,
when
does
this
policy?
E
When
does
the
this
adaptation
toll
and
the
existing
policy?
You
know
the
pre,
the
previous
policy
kick
in
if
it
were
not
to
be
altered,.
O
Yeah,
that's
a
good
question.
So
again,
this
process
being
applied
for
only
this
school
year
would
mean
that
by
the
fall
we
would
have
to
be
announcing
for
families
and
really,
ideally
by
august,
announcing
for
families
what
the
process
will
be
for
next
year.
If
we
were
going
with
our
traditional
process,
usually
in
august,
we
are
informing
families
of
the
application
process
and
timeline
and
they're
starting
to
pull
their
things
together
and
by
november
we're
giving
the
given
an
assessment
for
the
exam
school
entrance.
O
So
I
believe
that
is
why
the
body's
work
is
being
pushed
towards
may
this
year
in
terms
of
a
recommendation.
M
So,
just
to
be
clear,
it's
an
automatic
reversion,
so
there's
no
need
for
any
action
on
the
part
of
the
school
committee.
It
would
automatically
revert
back
to
the
50
percent
grade
50
assessment,
absent
the
school
committee
taking
a
different
action.
So
there
would
have
to
be
action
on
the
part
of
the
school
committee
to
do
something
different
great
question,
any
others.
S
Yes,
I
just
wanted
to
add
one
small
detail
of
the
policy,
which
is
that
eighth
graders
at
exam
schools
were
not
included
in
the
pool
and
that
I
also
just
wanted
to
add
on
to
mr
spado's
question
about
the
current
year
policy
and
just
reference.
S
I
know
that's
not
what
we're
discussing,
but
renewing
the
policy
for
another
year
hypothetically
also
does
not
work,
considering
that
we
were
using
pre-covered
grades,
which
would
now
be
considerably
expired,
so
just
another
reason
that
to
underscore
the
one-year
provision
that
deferring
to
two
years,
ago's
worth
of
grades
does
not
feel
similar
to
students.
Current
assessment
well.
S
S
Right,
sorry,
I
should
cram
it
this
way
with
sullivan
it.
Wouldn't
it
wouldn't
reflect
the
same
distance
of
time
as
it
would
for
the
current
for
the
current
model
that
it
wouldn't
be
reflective
of
the
student's
fifth
grade
year
to
use
pre-covered
grades.
Should
we
choose
to
do
that
would
be
a
more
accurate
statement.
Thank
you
for
that
correction.
A
Or
before
we
move
on
ms
sullivan,
if
there
are
no
more
questions,
my
apologies,
I
did
not
introduce
our
sign
language
interpreters
and
I
would
like
aaron
and
cecilia
to
just
sort
of
they've
already
been
working,
but
I
wanted
to
make
sure
that
we
gave
them
due
notice.
M
Okay,
I
mean
this
is
not
a
speak
now
or
forever
hold
your
p
situation
just
want
to.
This
is
just
a
good,
great
pause
point
before
we
move
to
the
next
session,
but
again
wanting
to
make
sure
that
that
we're
all
that
we
all
have
the
same
understanding
of
kind
of
our
current
state.
M
Okay,
okay,
thank
you.
Miss
roberts
appreciate
it.
I
am
now
going
to
turn
it
over
to
miss
hogan,
miss
natasawa
and
mr
craiger
for
our
next
segment,
and
I
may
pause
and
ask
clarifying
questions.
C
Okay,
thank
you,
miss
sullivan.
We
just
wanted
to
do
a
short
presentation
of
three
other
districts
in
the
country
who
have
a
selective
admissions
school
and
share
a
little
bit
more
about
the
process
they
use.
C
I
will
preface
this
with.
I
am
not
an
expert
in
their
processes,
so
I
will
answer
questions
that
I
do
know
the
answer
to
based
on
their
other
districts
websites
and
if
there
are
additional
questions,
we're
happy
to
try
and
make
connections
and
learn
more,
but
just
wanted
to
give
an
example
of
some
of
the
things
other
districts
are
doing
so
we'll
start
with
chicago.
C
C
The
difference
here
between
test
scores
and
a
selective
enrollment
admissions
exam,
which
is
something
we
see
in
in
multiple
districts,
is
a
selective
enrollment
admissions.
Exam
would
be
taken
specifically
for
the
purposes
of
admission,
whereas
a
standardized
test
score
is
typically
given
analogous
to
our
mcas
or
other
state
tests,
where
all
students
take
the
test,
and
it's
not
necessarily
for
admissions
purposes.
Specifically.
C
Additionally,
each
applicant
is
assigned
a
tear
which
is
based
off
of
the
census
tract
that
they
live
in,
so
those
tiers
are
determined
using
an
index
that
uses
different
information
from
the
american
community
survey,
so
they
use
media
and
family
income,
adult
educational
attainment,
home
and
ownership
rates,
the
prevalence
of
single
parent
households
and
non-native
english
speakers.
C
C
So
then
how
they
actually
allocate
seats
from
there
30
of
seats
are
allocated
to
the
top
scoring
applicants,
regardless
of
what
tier
so
sort
of
like
a
city-wide
ranking
process.
C
And
then
the
remaining
seats
are
divided
equally
amongst
the
four
ses
tiers.
So
that's
17.5
percent
of
seats
are
allocated
to
each
tier,
and
this
is
for,
I
believe,
six
selective
enrollment
high
schools
now
pause.
Ms
nagasawa,
I
know
you've
done
a
lot
of
looking
into
chicago,
so
I'm
happy
to
have,
if
you
have
anything
to
add,
I'm
certainly
not
a
deep
expert
but.
U
I
no,
I
think
you
summed
it
up
very
well.
Unless
there
are
questions,
then
I
think
this
is
a
great
summary.
M
M
Oh
so,
each
of
the
three
okay
very
helpful
and
with
respect
to
census
tract,
could
you
talk
a
little
bit
more
about
what
that
is,
so
people
can
understand
what
is
a
census
tract.
C
Create
smaller
groups,
I
guess,
is
a
a
way
to
explain
it.
C
Something
that's
smaller
than
zip
codes,
smaller
than.
C
You
know,
like
your
neighborhood
construct,
a
way
for
them
to
divide
up
the
city
based
on
population.
I
that
was
not
a
very
eloquent
explanation.
So
if
anyone
has
a
better
explanation,
happy
to
have
them
chime
in.
M
Wonderful,
I'm
gonna,
I
see
miss
tong
and
mr
craiger
both
have
their
hands
raised.
Do
either
of
you
want
to
respond,
or
I
can
miss
tongue
to
that
question.
Or
did
you
have
a
different
question?
Sorry.
R
M
Okay,
I
am
happy
to
respond
to
provide
greater.
You
know
more
clarification
regarding
census
tract,
but
I
want
to
see
if
matt
was
were
you
responding
to
that
or
did
you
have
a
different
question.
M
So
just
so
that
was
super
helpful.
I
just
want
to
make
sure
that
again,
because
we
use
these
terms
that
it's
clear
for
all
of
us,
so
a
census
tract,
is,
is
usually
kind
of
more
specific,
more
granular
than
a
zip.
M
Code
is
that
what
I'm
hearing
you
say:
yeah,
okay,
okay,
all
right
great
super
super
helpful
I
want
to
thank
you
want
to
go
to
the
hands
raised.
Mr
craiger.
V
I
I
really
just
wanted
to
make
sure
that
not
only
the
task
force
but
that
those
who
are
tuning
in
to
view
this
know
that
you
know
the
beauty
of
this
overview
is
that
this
get.
This
helps
to
paint
a
picture
of
what's
happening
across
the
country,
something
that
we're
going
to
be
exploring
more
deeply
as
we
move
forward.
V
So,
for
example,
at
our
next
session
on
the
30th
we'll
be
hearing
directly
from
rick
kallenberg
and
michelle
burris
of
the
century
foundation
who
worked
to
design
or
help
to
design
the
chicago
model
that
we're
talking
about
now
and
have
been
doing
the
same
thing
in
charlotte
recently.
So
we
have
the
opportunity
to
use
this
overview
now
to
get
the
the
basics
so
to
speak,
of
how
this
is
working
and
then
explore
these
models
more
deeply,
including
with
the
people
who
developed
them.
M
Thank
you,
miss
aguero.
F
Yes,
I
would
like
to
have
some
clarification
on
the
application.
Scores
are
each
one
of
these
things
like
weighted
equally
or
do
they
have
different
weights
and
also
for
each
one
of
the
tiers
and
17.5
percent
of
seats
are
allocated
for
each
tier?
Do
these
seats
go
to
the
the
applicants
with
the
highest
scores
or
how
are
the
seats
allocated
great.
C
I
do
not
have
answers
readily
available
that
I
feel
100
confident
in
so
I'm
going
to
take
notes
unless
ms
nagasawa,
you
know
offhand,
and
we
can
definitely
follow
up.
U
Yes,
so
in
the
tier
calculations,
all
factors
are
weighted
equally
and
I
am
fairly
sure
that
the
17
percent
go
go
to
the
top
ranked
students
in
order,
but
I
am
not
100
certain
on
that.
M
So
we'll
get
confirmation
on
the
waiting
and
whether
or
not
in
chicago
they
wait
the
three
kind
of
criteria
that
go
into
the
creation
of
the
composite
score.
That
would
be
helpful
to
know
and
also
get
confirmation
that
students
with
the
highest
score
in
each
tier
have
the
opportunity
or
receive
an
invitation.
M
I
think
it
would
also
be
helpful
to
know
how
they
so
like
when
I
think
about
our
process.
We
kind
of
we
we
allocate
seats
in
rounds,
so
you
don't
have
any
one
particular
zip
code
having
access
to
the
full
swath
of
seats
before
other
zip
codes
do
so.
It
would
be
interested
interesting
to
understand
how
they
order
the
tiers
when
it
comes
to
allocation
of
seats
as
well.
C
I'm
also
wondering
because
they
have
more
than
one
high
school
if
they
do
any
designation
by
school
in
terms
of
number
of
seats,
if
they're
trying
to
allocate
equally
across
all
four
tiers.
I
know
I'm
meant
to
be
presenting,
but
I.
M
C
C
But
so
this
was
in
place
prior
to
coven,
and
so
they
actually
have
three
qualification
methods.
The
majority
of
their
admissions
are
based
solely
on
grades
and
test
scores,
so
that's
about
70
of
their
assignment
offers,
and
then
they
have
two
additional
bands
which
are
each
about
15
percent
in
band
2.
There
is
a
immediate
minimum,
sorry
minimum
gpa
and
test
score
requirement,
and
then
they
have
school-based
committees,
review
grades
to
sort
of
make
the
recommendation
of
which
students
to.
C
Two
right
here,
the
score
from
I
don't
actually
know.
If
you
can
see
my
mouse.
C
I
don't
have
the
details
on
sort
of
how
that
evaluation
process
works,
but
that
is
definitely
something
that
we
can
try
and
get
more
information
on
and
then
in
band
3.
There
is
again
grades
and
test
scores
incorporated
as
well
as
they
look
at
what
they
call
band
three
identified
schools.
C
C
Their
equivalent
of
the
mcas,
it's
the,
I
believe,
it's
smarter,
balanced
assessment
consortium,
okay,.
M
So
it's
test,
so
it
is
so
they
take
either
scores
from
their
sbac
test
or
there's
an
admissions
like
a
a
separate,
distinguished
admissions
test
for
the
school
itself.
So
it's
either
either
or
yes,
okay
and
they
use
grades.
A
M
And
I
can't
so
for
the
task
force.
I
cannot
see
you
anymore,
so
I
will
need
you
to
either
just
speak
up
or
raise
your
hand.
So
yes,
mr.
M
A
Thank
you.
This
is
a
request
for
miss
hogan.
As
you
look
into
this
and
as
you
mentioned,
san
francisco
has
gone
to
a
full
lottery.
A
Can
you,
as
you
look
into
it,
determine
whether
there
are
any
prerequisites
to
get
into
the
lottery,
whether
there's
a
specific
gpa
or
you
know
whatever,
having
completed
algebra
one
by
the
eighth
grade,
so
that
it's
it's
whether
indeed
there
aren't
any
other
requirements
prior
to
the
lottery
taking
place.
C
M
Into
that,
thank
you
super
helpful
great
question.
I
have
miss
grassa,
miss
carrot
and
then
miss
tom.
W
C
The
first
vote
they
did
was
a
one-year
shift.
I
believe
they
have
since
taken
a
second
vote
to
make
it
permanent,
but
we
can
also
double
verify
that
as
well.
M
M
Okay,
yeah
yeah
got
it
miss
garrett.
Thank
you.
S
My
question
was
about
the
two
different
exams,
just
as
we're
looking
deeper
into
this
policy.
The
use
of
I
imagine
that
the
sbac
is
since
it's
equivalent
to
our
mcas.
It's
probably
only
available
to
a
subset
of
students,
which
is
why
they
have
to
also
do
another
tab
wondering
if
they
do
what
in-house
alignment
of
those
two
exams
or
whether
there
are
set
aside
seats
for
each
group,
depending
on
the
exam
that
they
take.
I'm
just
trying
to
learn
more
about
how
they
reconcile
two
different
assessments
being
used
in
one
band.
X
X
M
Okay,
good
miss
tongue.
Thank.
Y
You
I'm
curious
about
the
process
that
the
san
francisco
community
took
for
the
vote
to
go
straight
lottery
this
year.
Was
it
similar
to
ours
with
a
task
force
and
that
was
appointed
by
the
school
committee
and
then
a
school
committee
vote.
You
know
and
I'm
interested
what
the
community
reaction
and
support
for
this
policy.
C
Was
yep?
Sorry,
I'm
writing
down
all
of
your
questions.
M
M
I
also
think
it
might
be
helpful
on
this
one
to,
and
I
know
that
the
team
has
been
trying
to
identify
different
districts,
schools
where
it
might
be
helpful
to
have
teams
come
in
to
talk
a
panel
come
in
to
talk
specifically
about
what's
happening,
and
so
it
sounds
like
san
francisco,
maybe
one
where
we
it
would.
We
might
want
to
here
again
on
the
from
a
panel
that
based
in
san
francisco,
that
might
be
able
to
provide
more
detail
with
respect
to
some
of
these
questions
on
community
sentiment.
M
A
Sorry
would
it
also
be
helpful
in
in,
for
example,
in
gauging
the
community
reaction
and
what
the
school
committee
then
ended
up
doing.
It
might
be
helpful
to
have
contact
between
members
of
our
school
committee
and
someone
from
the
school
committee
in
san
francisco
to
discuss
how
all
of
this
came
about.
A
M
Yes,
miss
lum.
L
M
I
think
that's
something
that
we
can
as
part
of
any
presentation.
You
know
from
those
districts
that
we
could
certainly
ask
about.
C
C
They
through
that
process,
they
applicants,
get
scored
on
each
item
and
through
the
scoring
process,
they
actually
award
bonus
points
to
current
students
of
their
school
district
as
well
as
they
have
a
catchment
area
around
the
selective
high
school,
and
so
students
who
live
within
one
mile
receive
ten
additional
points
and
those
who
live
within
two
miles
receive
an
additional
five
points
on
their
application.
C
So
a
different
way
of
looking
at
geography
than
what
we
talked
about
with
the
chicago
census.
Tract
model.
M
So
this
gives
points
to
bp
to
bps
to
dps
students.
Yes,
so
that
is
something
that
you
know
we've
heard
in
in
our
you
know
from
you
know,
testimony
you
know
around.
You
know:
bps
students,
we've
heard
that
since
the
fall
I
I
would
put
this
on
our.
M
Kind
of
list
of
fees
for
us
to
explore-
and
you
know
see
if
it
is
possible
legally
and
if
it
is
not
for
us
to
be
able
to
you,
know,
bring
that
back
to
the
task
force
that
we
know
kind
of
again,
as
we
get
to
the
putting
pen
to
paper.
We
know
kind
of
what
we
can
and
cannot
consider.
M
But,
but
this
process
does
provide
for
does
provide
detroit
public
schools
students.
They
call
it
with
the
bonus
points,
but
a
little
extra
credit
here
so
helpful.
Any
questions
rosa
miss
tongue.
Y
This,
I
might
have
missed
it,
because
I've
had
bad
internet.
But
what
is
the
process
that
they're,
using
because
of
the
pandemic?.
C
I
am
not
sure
off
hand,
but
we
can
certainly
follow
up.
They
might
have
still
given
the
exam,
but
I
would
need
to
verify
that
I
don't.
I
don't
know
for
sure.
A
If
I
may
yes,
miss
hogan
is
there,
can
you
determine
how
many
schools
participate
in
this
process?
Is
this
a
single
high
school?
Are
there
multiple
selective,
high
school
high
schools
in
detroit
and
then?
Secondly,
I
have
a
process
question:
does
a
student
apply
to
the
district
or
do
they
apply
to
an
individual
school?
H
C
Yeah,
I
I
hate
to
keep
repeating
myself,
but
I
don't
want
to
tell
you
anything,
understood,
factual
and
I
we
have
connected
with
detroit
and
I
believe,
we'll
be
able
to
have
some
more
in-depth
conversations
with
them.
And
so
it's
great
to
hear
your
questions
to
get
more
detailed
answers.
M
Yes,
super
helpful,
I
think
you
know
with
detroit-
is
another
one.
It
would
be
great
if
we're
able
to
get
a
panel
with
detroit.
That
would
be
helpful
because
of
their
use
of
a
portfolio
approach.
You
know
it
would
be
helpful,
as
mr
contemposia
shared
to
understand
how
they
get
it
done.
M
M
Any
other
I
don't
see
any
other
hands
raised
again.
I'm
not
able
to
see
each
of
you
at
this
moment,
so
I
think
we're
all
set
so
a
miss
hogan,
miss
nagasawa.
Thank
you
so
very
much.
I
think
with
that.
We'll
turn
it
over
to
mr
craiger
is.
M
Okay,
we
can
go
to
the
next
I
can
run
through
this.
I
can
run
there's
a
deck,
so
I
can
actually
I'll
stick
to
the
script
here
on
the
deck
and
if
there
are
any
specific
questions
he
can
answer
them
in
our
next
session.
M
So
if
we
go
to
the
next
slide,
you
know
as
we
move
through
this
process,
it
will
be
critically
important
for
us
to.
You
know,
make
sure
that
as
we're
exploring
different
options
for
our
recommendations,
both
developing
the
pool
of
applicants
as
well
as
whatever
mechanism
we
think
is
appropriate
that
we
are
certainly
keeping
in
mind
legal
and
liability
considerations
and
so
again,
I'm
going
to
just
literally
read
from
the
slides.
M
M
So
first,
first
three
kind
of
main
points
here:
one
boston
can
review
admissions
proposals
for
their
impact
on
racial
diversity,
so
this
gets
to,
I
think,
miss
lum.
Your
question,
I
think,
when
we're
talking
about
san
francisco.
M
Boston
has
been
well
up
to
this.
This
actually
seems
to
be
updated.
Boston
has
been
sued
at
least
twice
for
its
use
of
race
in
exam
school
admissions
mclaughlin
in
1996.
M
M
It
was
not
narrowly
tailored
to
achieve
diversity,
and
you
know
a
couple
of
concerns
that
were
raised
with
that
particular
policy
was
that
one
there
was
no
end
date
for
the
policy
and
again
this
was
this
was
an
explicit
set
of
side
of
seats
and
boston
had
not
considered
race,
neutral
alternatives.
M
The
second
was
the
wessman
case
in
1998.
M
M
Schools
have
a
constitutional,
compelling
interest
in
achieving
racial
diversity
and
avoiding
racial
isolation,
but
if
race
is
used
as
a
factor
in
individual
student
admissions
decisions,
even
in
affirmative
action
cases,
courts
will
apply
the
highest
level
of
scrutiny
under
the
equal
protection
clause.
So
it's
called
strict
scrutiny
to
determine
if
the
admissions
policy
is
narrowly
tailored
to
achieve
the
school's
interest
in
diversity,
narrowly
tailored
so
specific
and
intentional
narrowly
tailored
next
slide.
Please,
how
do
you
know
if
a
policy
is
narrowly
tailored
one?
M
The
district,
considered
race,
neutral
alternatives
and
found
that
none
worked
to
achieve
diversity,
race,
neutral
two?
The
policy
provides
for
quote
flexible
and
individualized
review
of
students,
meaning
race
is
not
the
sole
factor
for
admission
three,
the
policy
minimizes
any
undue
burden
on
other
students.
M
Ut
austin
is
an
example
that
we
want
to
share
with
you
at
this
time.
What
an
to
help
describe,
what
a
narrowly
tailored
admissions
policy
looks
like
ut
austin,
the
top
10
of
students
in
in
in
the
state's
public
schools
automatically
get
a
seat
at
ut
austin,
which
is
the
state's
flagship
school
for
the
remaining
seats.
Ut
austin
uses
holistic
criteria,
so
that
includes
essays
letters
of
recommendations,
test
scores,
etc.
M
Please
the
question
that
has
come
up
is:
can
schools
value
racial
diversity
without
receiving
strict
scrutiny
in
the
2007
parents
case
that
went
up
to
the
united
states
supreme
court
in
justice,
kennedy's
concurrence.
M
M
Two
schools
can
adopt
race,
neutral
measures
to
improve
diversity,
for
example,
socioeconomic
status
and
parental
income,
and
schools
can
adopt
generalized
race,
conscious
policies
so
long
as
policies
do
not
treat
individual
students
differently
based
on
their
race.
This
is
unlikely
to
demand
strict
scrutiny.
M
Next
slide,
please,
if
there
is
one,
I
can't
remember.
Okay,
examples
of
race,
neutral
factors
could
include
socioeconomic
status,
parental
education,
single
or
dual
parent
households,
neighborhood
socioeconomic
status
or
housing
composition,
for
example,
single
family
homes
or
subsidized
public
housing.
M
M
M
I
do
want
to
draw
your
attention
to
the
links
that
are
the
link
that
is
at
the
bottom
page.
It's
there's
an
opportunity.
There
folks
want
to
explore
this
a
little
bit
more
independently.
M
There's
a
the
link.
There
is
to
some
additional
guidance
documents
from
the
department
of
education.
Q
C
M
I
was
like
do
I
have
one
more.
I
can't
remember
so.
That
was
super
helpful,
so
we
wanted
to
go
through
that
whole
piece
again,
as
we
start
to
move
closer
to
putting
that
pen
to
paper
and
certainly
to
the
extent
there
are
specific
questions
as
we
move
through
this
process.
M
I
want
to
make
sure
that
we're
we're
asking
them,
let's
put
them
on
the
table
and
we
can
and
will
have
the
support
we
need
in
order
to
explore
them
all.
So
whether
we're
talking
about
more
information
about
what's
happening
in
other
districts,.
M
Or
we
want
to
understand,
you
know,
we
talked
to
miss
tong
raised
the
question
about
community
sentiment.
You
know
we,
you
know.
We
may
also
want
to
explore
student
sentiment
in
some
of
these
other
jurisdictions.
M
We
can,
we
can,
you
know,
seek
the
the
information
we
will
also
have
the
opportunity
throughout
this
process.
We
we
are
thrilled
to
be
supported
by
ms
hogan
and
miss
roberts,
but
we
recognize
that
you
know
they
are
balancing
a
lot
with
their
respective
district
responsibilities,
so
we
are
going
to
have
some
additional
support
for
them
specifically
around
our
data
and
research
requests.
M
So
if,
as
you
have
them
we'll
again,
miss
miss
hogan
will
do
her
best,
but
we're
also
going
to
have
some
additional
supports
for
to
help
with
that.
So
we
can
get
our
questions
answered
and
then
you
know
similar
to
this
last
piece
as
we
move
through
this
process.
M
You
know
there
may
be
legal
questions
that
come
up,
and
so,
of
course
we
you
know
the
district
has
legal
counsel,
but
we're
also
seeking
to
have
some
additional
supports
there
to
the
extent
that
there
are
questions
that
come
up
and
we
want
to
have
or
need
to
have
a
little
bit
of
research
done
so
that
we
make
sure
that
we're
staying
on
on
path.
M
So
I'm
very
pleased
that
I
know
tonight
we
have
mr
keating
joining
us
just
observing
for
tonight,
but
my
point
in
sharing,
that
is
to
say
that
we
are
moving
into
our
process
where
we're
continuing
to
learn
together,
but
in
a
few
short
weeks
we're
going
to
start
again
kind
of
putting
throwing
out
ideas
about
what
what
this
policy
could
or
should
look
like,
and
I
want
to
make
sure
that
no,
the
questions
are
not
held
back,
but
that
we
ask
the
questions
and
that
we
try
to
get
the
best
answers
that
we
can.
A
E
A
First
of
all,
I
want
to
commend
you
on
your
presentation
of
mr
krager's
slides.
You
did
an
outstanding
job.
A
The
only
thing
I
would
add
is
mr
kennedy's
decision
on
the
supreme
court
with
the
5-4
decision
yep,
and
it
is
extremely
tenuous
and
we
need
to
keep
that
in
mind
as
well
as
we
go
through
this
process,
because,
as
we
all
know,
the
decisions
at
the
supreme
court
are
oftentimes
pendulous.
A
A
M
Yeah,
mr
contempos,
it's
just
one
note
here,
because
I
want
to
make
sure
that
we're
it
just
just
one
just
small
little
detail
so
justice
kennedy's
opinion
was,
it
was
a
concurrence
opinion
right,
and
so
it
was
it
was
it,
but
what's
significant
about
it
is
that
it
was
an
opinion
that
was
indeed,
as
you
know,
it's
signed
on
to
by
a
majority
of
the
court,
and
thus,
in
many
respects
it
is
considered
to
be
the
opinion
that
provides
the
greatest
guidance
in
this
space,
as
as,
as
it
relates
to
the
law
on
this.
M
On
this
particular
issue,
and
as
you
know,
it
is
particularly
important
not
just
in
this
space,
but
in
any
space
where
we
are
exploring
issues
that
could
have
an
impact
on
race
that
we
are
mindful
and
conscious
of
where
our
guard
rails
are
so
we,
but
at
the
same
time
I
don't
want
the
the
guardrails
to
to
create
fear
like
we're
not
trying.
M
You
know
this
shouldn't
be
a
fearful
process
for
anybody,
but
it,
but
it
is
to
say
that,
as
we
move
through
this
process,
we're
going
to
have
support
on
data
we're
going
to
have
support
from.
C
M
We're
going
to
have
support,
hopefully
from
our
colleagues
in
other
parts
of
the
country
who
sit
on
school
boards
and
they're
in
district
offices
and
in
schools.
We
should
we
have
a
lot
of
resources
available
to
us
and-
and
so
that's
a
good
thing.
M
E
Acevedo
sullivan,
I
just
I
wanted
to
echo
you-
you
did
a
masterful
job
of
going
through
case
law,
which
I
m
my
take
on.
It
was
this
I
mean
as
someone
with
a
law
degree.
I
mean
you
it
was
decades
ago,
but
you
never
get
that
stuff
out
of
your
system.
So
I
I
was,
I
find
it
fascinating,
but
even
as
you
were
sharing
this,
I
was
it.
It
reminded
me,
as
you
speak
of
god
rails.
E
Imagine
I'm
imagining
this
work
that
we're
doing
is
really
having
really
two
sets
of
god
rails,
one
to
the
left
of
us
or
whatever
right
one,
one
of
those
god
rails
that
we're
that
we're
you
know,
and
both
of
these
are
constraining
and
refining
our
work
here.
One
of
those
guardrails
is,
you
know,
commun.
You
know
community
voices,
one
side
or
another
on
this
issue
and
many
of
those
community
voices
the
grand
majority
folks
we
love
with
whom
we
identify
with
our
communities.
E
E
Modern
civil
rights
law
began
with
a
school
diversity
case,
the
1954
brown
versus
board
of
education.
So
we,
if,
if
there
is
a
red
zone
or
constitutional
law,
we
are
sitting
on
it.
This
is
home
base
for
constitutional
litigation
in
america.
We
have
we,
I
guess
what
I'm
saying
is.
We
have
to
be
mindful
of
both
of
those
voices
both
of
those
guard
rails,
they're,
going
to
be
accompanying
us
the
entire
way
community
leaders
who
are
saying
why
don't
y'all
just
do
the
right
thing.
E
M
Thank
you.
That
was
really
a
very
important
point,
and,
and
yes
I
am,
but
we
still.
M
Fortunately,
we
didn't
lose
any
task
force
members,
as
you
reminded
us
all
of
how
significant
this
is
everybody's
still
here,
which
is
wonderful,
but
indeed
this
is
this
is
the
work
and
we're
gonna
we're
we
are
going
to
do
it
well,
and
I
could
not
be
more
honored
to
be
in
this
work
with
really
anyone
else
than
I
am
to
be
in
this
work
with
this
task
force
and
and
to
to
have
had
so
many
members
of
our
community.
M
You
know
as
we
started
this
process
continue
to
engage
and
continue
to
participate
again
has
just
been
so
affirming,
so
this
is
good.
This
is
good
work
are
there
before
we,
I
think.
Are
there
any
other
questions
or
comments
before
we
close
out
this
segment
and
move
to
public
comment.
L
This
this
may
be
something
coming
up
at
a
at
a
future
meeting.
So
if
you
don't
have
an
answer
now,
that's
fine.
I
was
unclear
as
to
whether
or
not
temporary
policy
that
was
approved
for
this
year.
If
the
process
has
already
started
and
will
we
be
able
to
see
the
results
of
that
process
and
compare
it
to
the
modeling
that
the
working
group
had
worked
with
in
order
to
come
up
with
the
policy
recommendations.
M
So
the
process
we
will
not
have
an
allocation
of
seats
or
student
seat
assignments
will
not
happen
before
april
15
15.
so,
and
that
is
following
along
with
some
decisions
that
were
made
during
the
court
proceedings
over
the
past
couple
of
months.
M
D
D
Thank
you
very
much.
We
have
15
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
I
will
let
you
know
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
raise
your
hand
virtually
in
zoom
and
also,
please
make
sure
you're
signed
into
zoom
with
the
same
name.
You
use
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
D
Z
The
pandemic
has
exacerbated
pre-existing
disparities
that
limit
access
to
exam
schools
for
blatant
and
black
and
latin
next
students
requiring
students
to
take
an
exam
during
this
time
would
have
been
impractical
and
unsafe
and
further
burdened
the
communities
already
bearing
disproportionate
impacts
for
your
recognition
of
these
consequences.
We
thank
you.
We
also
strongly
support
the
working
group's
proposal
developed
by
thoughtful
community
leaders,
including
bls's
own
ms
garrett
and
mr
contemposis.
Z
The
proposal
presents
the
most
equitable
and
realistic
approach
under
the
conditions
of
the
school
year.
It
also
ensures
that
the
next
year
the
exam
schools
will
look
more
like
the
city
of
boston.
We
look
forward
to
welcoming
students
from
neighborhoods
that
have
not
had
many
students
at
bls.
In
the
past
critics
say
the
state.
This
approach
will
diminish
rigor
and
we
disagree.
Z
Rigor
comes
from
the
curriculum
and
that
will
not
change.
As
mr
contemposia
said,
the
students
under
this
proposal
will
have
have
what
it
takes
to
succeed
and
for
decades,
students
at
bls
have
been
provided
a
system
of
supplementary
academic
supports
which
will
continue
to
be
offered
to
students
entering
this
fall.
The
existing
admission
system
has
not
always
been
an
effective
measure
of
student
potential
or
merit.
Z
Many
talented
students
have
been
excluded
because
their
families
didn't
have
accesses
to
resources
to
effectively
navigate
the
process
to
the
students
who
are
coming
into
2021
will
be
the
first
to
say,
welcome,
and
we
know
that
you
will
not
only
thrive
in
our
community.
You
will
enrich
it
and
to
the
exam
school
admissions
task
force.
We
fully
support
your
ongoing
efforts
to
make
the
exam
school
entrance
process,
one
that
promotes
opportunity,
thereby
increasing
a
more
representative,
bps
student
body.
Thank.
AA
Can
you
hear
me?
Yes,
we
can
hear
you.
Thank
you.
Okay,
hello.
My
name
is
marie
mercurio.
I
live
in
jamaica
plain.
We
have
a
son
at
bls
and
also
a
son
at
the
curly
school.
We
need
to
keep
an
objective
exam
for
boston's
exam
school.
Since
grading
is
subjective
and
it
can
be
game.
However,
it
needs
to
be
more
fair
and
accessible
such
that
no
one
can
say.
I
never
knew
about
it
or
I
can't
pay
for
it.
AA
Here
are
some
ideas
number
one
create
communication
that
is
easy
to
understand,
positive
and
realistic
about
exam
schools.
Messaging
is
key,
don't
glamorize
it.
It
is
an
opportunity
for
kids
with
untapped
potential
who
are
willing
to
learn
and
put
in
the
effort.
Number
two
bps
has
to
be
aggressive
with
this
communication.
AA
Consider
an
exam
school
101
session
as
a
separate
assembly
for
5th
7th
and
8th
graders
in
each
school
use,
young
people
from
exam
schools
to
conduct
these
sessions
or
what
about
youth
from
the
boston
student
advisory
council?
Any
written
materials
should
be
provided
in
various
languages,
use
the
boston,
public
schools,
weekly
update
and
other
bps
email,
communication
and
robo
calls
to
talk
about
these
sessions
use
social
media.
AA
This
101
session
could
also
be
done
on
weekends,
at
libraries,
bcyf,
bha
and
other
non-profit
community
centers
target
large,
affordable
housing
developments,
get
access
to
their
tenant
associations
and
their
offices
to
find
the
best
way
to
spread
information
about
the
exam.
Is
it
flyering
each
door?
Do
they
have
an
email
list
serve?
AA
Did
they
use
social
media
number
three
provide
information
on
where
to
get
study,
books
and
practice
materials
create
a
program
for
lower
income
families
to
access
these
books
at
a
reduced
rate
for
free
number
four
contract
with
the
company
to
provide
in-person,
free
or
sliding
scale
summer
and
fall
tutoring
sessions
if
too
expensive
make
it
virtual.
We
have
all
figured
out
zoom
work
with
libraries
and
community
centers
to
offer
these
sessions
online.
If
wi-fi
is
a
barrier
at
home,
lend
out
the
thousands
of
pandemic
issued
chromebooks
number
five
resume
the
exam
in
bps
schools.
AA
You
could
also
hold
them
at
bcyf,
bha
or
other
non-profit
community
centers.
Make
it
easy
and
comfortable
for
kids
to
take
it
close
to
home,
provide
buses
if
needed,
number
six
resume
exam
administration
through
bps
at
no
cost
families
who
want
to
take
it
in
a
smaller
setting
will
pay
to
do
so
I'll
stop
for
now,
because
I
probably
run
out
of
time,
but
I
will
keep
my
ideas
flowing.
Thank
you
very
much
for
listening.
R
Hi
thanks,
my
name
is
dara
murphy,
I'm
from
dorchester.
With
regard
to
ms
sullivan's
slides.
Just
now,
the
zip
code
plan
does
treat
individual
students
differently
based
on
their
race.
Individual
asian
students
and
predominantly
asian
zip
codes
are
being
excluded
from
admission,
because
asian
students
historically
perform
better
on
exams
and
report
cards.
The
zip
code
allocation
was
intended
to
reduce
asian
students
at
bls
and
it
will
succeed
if
allowed
to
proceed.
R
I
urge
this
task
force
to
focus
more
on
equitable
opportunities
and
less
unequitable
outcomes.
The
zip
code
quota
plan
attempts
to
engineer
a
predetermined,
racially
balanced
outcome
for
the
races
of
students
at
the
exam
schools
by
redlining,
predominantly
asian,
zip
codes.
In
order
to
reduce
the
number
of
successful
asian
applicants
to
the
exam
schools,
bps
now
faces
a
federal
lawsuit
credibly,
claiming
that
credibly,
accusing
this
body's
zip
code
quota
plan
of
discriminating
against
asian
children.
R
Specifically,
the
rap
report
institute
recently
published
a
report
that
addresses
the
relatively
low
number
of
black
students
enrolled
at
bls
and
makes
specific
suggestions
for
remedying
the
problem.
They
recommend
using
an
admission
test
like
maps,
standardized
and
consistent
grading
across
bps
and
better
outreach
to
bps
students
and,
most
importantly,
the
most
urgent
remedy
that
is
needed
is
to
increase
the
number
of
black
students
enrolled
at
boston
latin
school
by
improving
the
academic
quality
of
our
elementary
schools,
where
more
than
70
percent
of
our
students
fail
and
pass
year
after
year.
R
D
X
Thanks
good
evening,
my
name
is
norah
mcmanus
vincent
I
live
in
west
roxbury
and
my
two
children
are
in
grades
3
and
k2
at
the
bates
in
roslindale.
I
am
fully
in
support
of
this
long
overdue
effort
to
expand
the
applicant
pool
for
selective
admission
high
schools
in
boston.
I
understand
that
an
expansion
will
most
almost
certainly
decrease
the
likelihood
that
my
own
children
will
be
offered
admission
since,
under
the
current
system,
they're
disproportionately
advantaged.
X
In
thinking
about
what
to
say
tonight
to
you
all.
I
kept
coming
back
to
a
memory
of
when
I
first
registered
my
oldest
child
for
k1.
They
sat
in
the
bps
welcome
center,
I
overheard
a
staff
member
discussing
high
school
enrollment
with
another
mom.
The
staffer
showed
this
other
mom
who
presented
as
latinx
the
discover
bps
website
and
how
to
compare
offerings
of
high
schools
like
what
sports
programs
they
have.
X
I
distinctly
remember
the
mom
saying:
oh,
yes,
he
likes
baseball
and
the
staff
are
saying
something
like
well,
then
there
you
go,
and
that
was
pretty
much
it.
The
mom
went
about
searching
through
the
website
at
the
computer
kiosk
and
the
staffer
moved
on
to
helping
the
next
person.
I
glanced
around
confused.
That
was
it
just
pick
a
school
with
a
baseball
team.
X
This
could
not
have
been
more
different
from
the
conversations
I'd
been
party
to,
among
mostly
wealthy,
mostly
white
families
in
west
roxbury,
and
my
oldest
child
was
only
three
years
old.
I
already
knew
that
the
disparities
in
programming
facilities
and
resources
at
schools
were
stark,
so
it
was
shocking
to
me
that
there
was
not
some
acknowledgement,
even
the
subtle
one
of
the
two-tiered
system,
in
the
exchange
I
had
just
witnessed.
X
But
of
course
this
is
part
of
how
the
two-tiered
system
works.
We
quietly
but
consistently
guide
children
and
families
from
some
boston,
neighborhoods
along
a
path
of
chronically
underfunded
and
under-resourced
schools,
while
ushering
the
disproportionately
white
wealthy
students
from
the
wealthiest
neighborhoods
down
their
own
separate
path.
20
seconds,
this
group
disproportionately
gets
access
to
the
schools
with
the
most
resources
because
the
resources
come
from
philanthropy
and
private,
fundraising
for
only
those
schools.
X
The
disparities
in
what
we
offer
children
are
stunning,
and
the
silence
around
just
how
great
the
disparities
are
continues,
even
as
this
task
force
meets
seeking
new
ways
to
connect
young
people
from
all
of
boston's
neighborhoods
to
our
most
fully
resourced.
Schools
is
a
small
step
toward
repaying
the
education
debt.
This
city
owes
so
many.
I
look
forward
to
a
day
when
access
to
resource-rich
schools
for
their
children
is
treated
as
a
right
of
all
boston
families
and
not
a
luxury
for
a
few.
Thank
you.
Q
My
name
is
kristen
johnson,
I'm
a
bps
parent
living
in
jamaica,
plain,
I'm
here
tonight
representing
the
boston
coalition
for
education
equity,
our
coalition
composed
of
civil
rights
groups,
parent
groups,
teachers,
progressive
and
education
organizations
strongly
supports
this
task
force
plan
to
reform
the
admission
system
for
boston's
three
exam
schools.
We
oppose
any
attempt
to
revert
to
the
status
quo.
Opponents
of
reforming
exam
school
admissions
repeatedly
refer
to
seats
that
certain
neighborhoods
are
expected
to
lose
under
the
new
plan.
Q
Q
We
can
all
agree
that
there
are
smart
children
in
every
zip
code
and
every
neighborhood
in
boston.
What's
not
distributed
evenly
is
opportunity,
including
the
opportunities
that
lead
to
high
test
scores
or
a
plus
grades
in
the
semesters
just
prior
to
exam
school
admission
by
allocating
80
percent
of
seats
to
students
ranked
within
zip
codes.
This
year's
revised
system
allows
students
to
compete
with
others
who
have
similar
life
circumstances.
Q
AB
Thank
you,
I'm
my
name's
fred
pachillo.
I
live
in
east
boston.
My
child
is
a
student
at
boston.
Latin
school.
AB
Many
parents
know
there's
a
system
to
be
worked
to
increase
a
child's
odds
of
getting
into
an
exam
school.
It's
a
system
that
has
little
to
do
with
that
child's
potential.
It
involves
the
so-called
right
elementary
schools,
often
private
ones,
the
right
tutor
with
a
proven
student
admission.
Success
rate
the
right
neighborhood
in
my
neighborhood
of
east
boston.
AB
I've
talked
with
parents
who
had
no
idea
of
this
system
or
if
they
did
had
very
little
opportunity
to
participate
in
it,
they
were
immersed
in
working
another
system
for
one
friend
this
meant
time
away
from
her
kids
on
a
two
and
a
half
hour,
commute
by
train
and
two
buses
out
to
an
office
park
to
clean
for
another.
It
meant
having
her
teenager
feed
and
put
her
younger
kids
to
bed.
AB
While
she
worked
night
shifts
for
many,
there
isn't
enough
money
for
internet,
never
mind
private
school
or
private
tutoring,
but
the
kids
I
know
from
these
families
are
no
less
intelligent,
have
no
less
inherent
potential
than
the
kids.
I
know
whose
parents
have
been
planning
and
spending
for
their
exam
school
path
from
birth.
AB
I
have
other
friends
who
lament
the
seats.
They
expect
their
neighborhood
to
lose.
Under
these
reforms.
I
lament
the
decades
of
seats,
which
could
have
been
filled
by
talented,
capable
kids
who
just
were
not
able
to
participate
in
the
system
that
secures
many
exam
school
spots.
That's
a
loss
not
just
for
them,
but
for
our
entire
city.
AB
Allocating
80
of
the
seats
by
ranking
students
within
zip
codes
will
be
a
step
towards
developing
the
talents
of
kids
from
all
neighborhoods,
including
those
we've
been
comfortable,
ignoring
while
busy
taking
care
of
our
own.
Thank
you.
D
AC
AC
As
an
alum.
I
fully
support
the
suspension
of
the
entrance
exam
and
the
adoption
of
criteria
that
take
into
account
neighborhood
equity,
socioeconomic
inclusion
and
racial
diversity.
This
is
especially
important
in
a
city
as
economically,
socially
and
racially
segregated
as
boston
and
the
admissions
process
needs
to
reflect
that
reality.
AC
So,
to
quote
this
statement
again,
the
most
important
path
to
educational
equity
is
to
improve
all
public
schools
in
the
city,
not
just
focus
on
admission
into
the
three
elite
exam
schools.
All
students
deserve
to
feel
like
they
have
won
the
lottery,
no
matter
what
bps
school
they
attend.
Thank
you.
D
D
AD
AD
If
we
do
not
want
what
we
currently
have
public
yet
exclusive
exam
schools
which
the
majority
of
boston
public
school
children
cannot
attend
and
want
equitable
public
education
in
those
schools,
then
we
must
create
equitable
admissions
policies.
This
is
at
its
heart
an
issue
of
democracy.
We
are
not
working
in
a
vacuum
right
now
across
our
nation,
we're
in
the
midst
of
confronting
the
most
critical
and
widespread
challenge
to
our
democracy
that
we
have
experienced
since
the
era
of
jim
crow.
That
struggle
is
a
struggle
to
eradicate
voter
suppression.
AD
The
various
methods
of
voter
suppression,
mapped
out
in
hundreds
of
bills
across
the
u.s
are
rooted
in
racism,
but
masked
so
as
not
to
appear
racist
here
today.
We're
engaged
in
a
struggle
that
echoes
many
of
the
same
issues.
At
its
essence,
we
are
attempting
to
root
out
education,
suppression,
education,
suppression.
When
we
are
honest,
we
know
that
our
educational
system
is
far
from
equitable
and
that
white
privilege
pervades
our
public
school
system.
AD
We
see
it
in
the
over-representation
of
black
and
brown
students
in
our
public
grade
schools
and
middle
schools
as
compared
to
their
numbers
in
the
city's
population
and
in
the
over-representation
of
white
children
in
private
and
public
exam
schools,
and
we
see
a
three-tiered
system
of
exam
schools
in
terms
of
racial
equity
that
has
been
created
by
a
solely
merit-based
admissions
policy.
This
historical
moment
we
find
ourselves
in
though
incredibly
disturbing
and
destabilizing
us
offers
us
a
rare
opportunity
to
make
deep,
meaningful,
equitable
change.
AD
That's
been
way
put
off
too
long,
I'm
not
here
to
suggest
specific
policies,
I'm
speaking
in
order
to
offer
guiding
principles.
Education
is
one
of
the
main
purveyors
of
opportunity
in
life,
and
so
I
strongly
believe
that
all
policy
changes
this
body
develops
must
be
based
on
the
fundamental
goal:
creating
equity
of
opportunity
within
the
new
policies
themselves.
AD
In
order
to
do
this,
it's
essential
that
we
not
only
include
consideration
of
geographic
and
socio-economic
factors,
but
make
them
an
essential
component
of
the
new
admission
system.
Given
our
current
inequitable
education
system
and
proven
exam
biases,
we
cannot
have
a
strictly
merit-based
system
of
admissions
if
we
are
ever
going
to
accomplish
equity
of
education.
Thank
you
so
much
for
your
hard
work.
D
Thank
you
very
much.
I
see
that
leslie
kindly
is
is
here,
so
I
will
call
on
her
or
honestly.
D
AE
Great
great,
thank
you
so
much
as
the
parent
of
a
bls
alumna,
as
well
as
a
grandparent
of
four
children
in
the
boston
public
schools.
I'm
here
to
express
my
strong
support
for
the
task
force,
effort
to
reform
the
admission
system
for
boston's
exam
schools
and
to
voice
my
strong
opposition
to
any
attempt
to
revert
to
the
status
quo.
AE
We
can
all
agree
that
there
are
smart
children
in
every
zip
code
in
every
neighborhood
in
boston.
What's
not
evenly
distributed
or
fairly
distributed
is
opportunity,
including
the
opportunities
that
lead
to
high
test
scores
or
a
plus
grades,
by
allocating
80
percent
of
seats
by
ranking
students
within
zip
codes.
AE
I
believe
that
the
task
force's
efforts
are
thoughtful,
fair
and
substantive,
and
I
urge
you
to
implement
a
permanent
system
that
will
also
take
into
account
geographic
and
socio-economic
factors
to
ensure
that
our
exam
schools
better
reflect
the
diversity
of
all
the
students
in
our
city.
Thank
you
for
your
time.
T
T
I
will
date
myself
a
bit
and
state
that
I
was
one
of
the
first
students
affected
by
the
top
10
rule
for
texas
state
colleges,
and
I
will
say
that
the
conversations
that
you're
having
here
in
boston
were
had
all
over
that
state
conversations
about
fairness,
conversations
about
maintaining
rigorousness,
and
I
can
say
that
only
good
things
happened
from
changing
acceptance
criteria.
T
T
AF
Oh
thank
you.
I
had
to
switch
to
my
phone.
I
don't
know
what
that
was
so
grateful
for
this
opportunity
to
speak.
I
live
in
jamaica,
plain,
I'm
a
white
woman.
I
have
two
white
sons,
one
is
a
10th
grader
at
boston,
latin
school
and
my
elder
son
graduated
in
2018,
and
he
was
in
boston,
public
schools
from
kindergarten
through
12th
grade
and
I
from
early
days
started
feeling
very
uncomfortable
about
the
advanced
work
and
of
that
tracking,
and
is
that
racist
and
we
tried
not
to
go
the
advanced
work
route.
AF
But
then
things
were
kind
of
a
crisis
at
the
elementary
school
he
was
at,
and
so
it's
just
been
a
very
uncomfortable
situation.
And
then,
four
years
ago
I
took
a
course
white
people
challenging
racism,
moving
from
talk
to
action
and
we
looked
at
the
hundreds
of
years
of
separate
and
unequal
treatment
of
different
groups
in
this
country,
especially
blacks.
But
then
more,
you
know
recently
other
groups
of
color
and
I
feel
like
I'm
such
a
part
of
the
problem
and
the
exam
schools
are
such
a
big
part
of
the
problem.
AF
So
I
am
totally
totally
in
support
of
this
one
year
change
and
I
implore
you,
I
implore
all
of
us
to
really
think
hard
and
dig
deep
and
look
at
what
opportunity
we
have
to
challenge
white
supremacy
in
changing
this
admissions
process
and
down
the
road,
changing
the
fact
that
we
have
these
selective
schools
that,
by
their
very
nature,
are
separate
and
unequal.
AF
So
I
really
would
just
like
to
you
know
say
that
I
feel
like
it's
a
very
blatant
example
of
racism,
to
have
these
selective
schools,
where
all
the
data
points
to.
Thank
you
to
the
fact
that
you
know,
white
people
for
hundreds
of
years
have
had
the
power
have
had
the
money
and
so
get
access
to
these
kinds
of
social
resources,
and
it's
absolutely
unfair.
AF
So
I
hope
we
can
all
take
this
opportunity
to
make
some
very
deep,
lasting
changes,
and
it
doesn't
only
happen
within
the
school
walls.
We
have
to
look
at
all
the
other
structural
pillars
of
society
that
are
systemically
racist,
housing,
jobs,
our
economy
and
ibram.
Kendy
would
have
some
wonderful
words
to
add
to
that,
I'm
not
as
articulate,
but
that's
the
spirit.
I
want
to
lift
up
and
say
you
know
you
have
me
with
you
all
the
way,
working
group
on
this
work
and
push
it
forward
beyond
this
year
and
make
it
even
bolder.
AF
M
Thank
you,
ms
parvex,
before
we
move
to
close
and
want
to
give
open
the
floor.
If
there
are
any
closing
questions
or
comments
from
task
force,
members.
D
Y
Tan
hi,
I
wanted
to
thank
all
the
folks
who
provided
public
testimony
and
just
request
again,
as
our
co-chairs
did
at
the
last
week's
meeting,
that
it
would
be
great
for
the
task
force
members
to
hear
from
the
public
about
specific
policy
recommendations
or
aspects
of
the
admissions
recommendations.
Moving
forward.
M
M
No
okay?
I
want
to
also
thank
the
members
of
the
public
who
participated
in
public
comments
again
appreciate
you
being
with
us
through
this
meeting
and
being
on
this
journey
with
us
as
a
whole
to
miss
tongues.
Comments
certainly
appreciate
some
of
the
recommendations
that
did
come.
I
most
notably,
I
I
think
it
was
miss
mercurio
who
provided
some
some
specific
recommendations.
M
I
hope,
like
ms
tong
mentioned,
that
we
will
have
more
of
that
coming
from
the
from
the
public,
because
that
too
will
again
kind
of
help
to
inform
what
our
recommendations
end
up
being.
M
I
want
to,
as
always
thank
the
bps
team
for
their
support
and
helping
to
to
prep
us
for
today
with
the
presentations
and
want
to
thank
our
interpreters
for
two
hours
of
great
service
to
the
bps,
our
families
and
stakeholders.
So
thank
you
to
our
interpreters
with
that.
I
believe
before
we.
A
Next
tuesday,
we
have
two
folks
from
the
century
foundation
who
have
lived
the
work
of
change,
and
I
want
to
make
certain
that
we
have
as
many
people
available
as
we
can
have
to
listen
to
the
experience
that
they've
gone
through
in
looking
at
similar
situations
that
we're
facing-
and
I
want
to
echo
what
ms
sullivan
said.
The
two
monikers
are
terrific.
A
They
could
use
some
additional
help,
given
what
they're
going
through
on
a
daily
basis,
but
they
continue
to
want
to
participate,
and
I
want
to
thank
them
as
well,
and
I'm
sure
you
all
do
and
with
that.
If
there's
nothing
else,
miss
sullivan,
unless
you
have
something
else
to
close
with.