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From YouTube: Exam School Task Force Meeting 6-1-21
Description
Exam School Task Force Meeting 6-1-21
B
C
D
A
E
B
B
F
B
G
B
B
I
J
B
Thank
you.
We
also
have
american
sign
language,
interpreters,
aaron,
foley
and
celia
michelle.
Thank
you
for
all
for
assisting
us
this
evening.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters.
B
M
C
N
B
The
minutes
are
approved,
we'll
move
on
now
to
item
number
four
on
the
agenda,
discussion
of
simulations
and
other
possible
criteria
and
mechanisms
for
admissions.
I
don't
know
whether
miss
hogan
has
any
additional
information
to
give
us,
but
I
thought
we
would
at
least
start
by
asking
her
the
question.
Ms
hogan.
O
A
D
O
O
O
O
O
O
O
P
O
P
C
O
Q
B
O
O
D
P
I
I
think
part
of
the
reason
for
for
looking
at
this
data
is
almost
in
response
to
the
testimonial
that
we
received
earlier
today
from
the
harvard
student
who
was
requesting
or
suggesting
that
the
working
group
move
away
from
census
tract
economic
socioeconomic
data
to
individual
family
economic
data.
I
think
I
I
don't
know
from
what
I
recall
from
past
conversations.
That
was
not
necessarily
data
that
was
easily
obtainable
based
on
past
conversations.
B
J
B
R
Anything
that's
not
individual
data
will
be
flawed.
Somebody
will
lose
out,
but
the
smaller,
the
the
more
fine,
the
distinctions
we
can
make
the
closer
we
can
get
to
what
we're
aiming
for
and
last
week
when
we
went
through
all
of
this.
Looking
at
the
tears,
the
suggestion
of
preference
for
students
who
live
in
public
or
subsidized
housing
was
was
something
that
I
had
not
thought
of
before
that
I
think,
gets
more
specific.
C
So
I'm
very
intrigued
by
switching
out
median
income
for
something
that
looks
at
income
at
the
extremes.
It
does
seem
to
be
more
nuanced.
What
I
was
hoping
we
could
also
get,
because
I
I
am
concerned
both
by
what
the
individual
commenter
raised
in
this
broader
point,
is
how,
if,
if
monica
or
if
any
of
the
school
administrators
in
the
group
could
help
us
understand
how
difficult
it
would
be
to
get
individual
student
socioeconomic
data,
I
recognize
we
have
some.
C
N
N
N
B
S
Yeah,
I
I
agree
with
ms
grasa.
I
think
that,
if
we're
trying
to
drill
down
to
individual
income,
then
we
should
look
at
as
many
proxies
as
possible,
so
that
as
few
families
as
possible
would
need
to
submit
individual
data,
so
that
would
include
things
like
automatically
approving
folks
with
certain
housing
status.
S
I
would
again
suggest
that
we
look
at
schools
with
high
concentrations
of
socio-economically
disadvantaged
students
and
potentially
make
that
a
proxy
so
that
as
few
people
as
possible
need
to
submit
the
kind
of
information
that
miss
grass
is
referring
to.
I
would
also
strongly
suggest
that
if
we
were
going
in
that
direction,
that
that
be
a
centralized
collection
process
and
not
a
school-based
collection
process
in
the
same
way
that
the
district
is
involved
in
collecting
grades
and
other
pieces
of
the
equation.
S
I
also
think
that
if
we
are
drilling
down
to
individual
student
level,
data
of
which
I
see
benefits,
but
I
am
very
concerned
about
the
operations,
I
think
that
something
at
the
school
at
the
specific
student
level,
data
seems
to
work
better
with
a
set-aside
than
tiers.
So
that
feels
like
the
more
practical
implementation.
B
S
Yes,
so
meaning
that,
if
we
were
able
to
student
by
student
identify
any
student
with
the
designation
of
economically
disadvantaged,
it
seems
like
a
model
that
could
arrive
at
a
more
diverse
student
body,
would
simply
be
using
a
set
aside
number
of
seats
guaranteed
to
economically
disadvantaged
students
and
placing
those
students
first
before
filling
the
rest
of
the
seats
to
the
level
that
is
determined
by
ms
hogan
and
her
team,
in
terms
of
proportionality,
representation,
etc.
At
all
three
schools.
S
S
B
F
B
B
P
I
would
also
suggest
placing
a
deadline
for
when
decisions
from
parents
have
to
be
made
and
any
unclaimed
feats
could
be
then
lotteried
off.
So
you'd
start
with
a
two-step
process,
that's
fairly
similar
to
what
we
have
done
in
the
past,
but
with
the
addition
of
creating
a
third
opportunity
for
unassigned
seats.
P
B
A
B
O
B
P
P
B
O
C
C
C
That
that
is
one
loud
small
dog.
This
is
but
this
is
this
is
the
thought
right
if
the
first
20
goes
city-wide
in
a
system,
that's
based
on
grades
exam
or
both
or
something
along
those
lines,
the
remaining
80
are
filled
filled
via
lottery.
I
would
suggest
a
tiered
lottery
using
eight
tiers,
so
it
would
be.
Students
from
each
of
the
tiers
would
be
in
lottery
with
each
other.
C
C
I
suppose
there
would
be
a
way
to
do
that
involving
the
map
test.
I
would
be
very
curious
about
whether
and
how
it
could
be
done
so
that
students
would
have
the
option
of
using
something
they
have
already
done,
for
example,
achieving
the
same
on
mcas
or
using
map,
or
eventually
being
able
to
substitute
map
growth
for
students
who
have
to
take
the
test
repeatedly
over
time
as
an
additional
path
in
beyond
just
achievement.
C
But
that's
one
model,
and
then
the
second
model
that
sticks
out
to
me
is
is
what
we
were
outlining
last
week.
Generally
an
80
20
model
where
there
are
eight
tiers
of
admission,
and
there
is
a
bump
for
students
who
attend
high
poverty
schools.
I
would
be
open
to
different
ways
to
approach
the
definition
of
a
high
poverty
school
to
ms
grass's
point.
C
But
in
so
doing
I
think
we
could
approach
it
in
a
similar
fashion
that
if
a
test
were
used,
the
test
could
be
used
in
a
manner
that
helps
to
determine
what
the
the
cutoff
is
or
what
the
applicant
pool
is
that
can
advance
forward
in
each
tier
in
order
to
demonstrate
their
full
ability
to
participate
in
exam
school
work,
whatever
the
exam
school.
So
those
are
the
the
two
pieces
that
I
put
forward
for
discussion
today
as
part
of
it.
Q
Hi,
I
would
like
to
put
forward
a
different
set
of
proposals,
different
yeah,
my
own
proposals,
that
I've
been
thinking
about
it's
kind
of
still
in
the
drafting
stages.
So
don't
attack
me
too
much,
but
my
idea
is
pretty
much
or
an
idea
that
I've
thought
and
start
with,
like
with
talking
to
other
people
and
stuff,
is
a
3.0
or
three
slash,
b
starting
point
and
then
a
lottery
from
there.
So
pretty
much
it
wouldn't
give
you
any
more
weight
by
having
a
higher
gpa
than
three.
Q
But
as
long
as
you
have
a
b
or
above
you
are
eligible
to
be
entered
into
the
exam
and
then
from
there
it
goes
into
a
lottery
system
and
the
lottery
system.
I
haven't
fully
if
I
know
how
to
off
of
either
some
type
of
tier
system
that
others
have
talked
about,
or
maybe
break
it
down
to
what
type
of
elementary
school
where
you're
coming
from
you
know,
giving
some
type
of
weight
to
bps
students.
Q
But
my
general
thought
process
is
a
three
or
a
b
average
to
enter,
and
then
once
you
get
once
you
have
that
passed,
it's
a
lottery.
So
you
have
no,
so
what
that
would
do
is
provide
less
chance,
some
great
inflation,
because
it
makes
no
difference
either
a
plus
or
a
or
a
b.
There's
no
difference
once
the
lottery
begins,
because
there's
not
it's
not
a
tiered
lottery
that
would
be
based
off
of
how
high
your
grade
is.
R
R
One
of
the
so
this
this
proposal
is
built
off
of
many
of
our
discussions,
including
the
findings
from
the
temporary
policy
and
evidence.
You
know
from
the
literature
around
tests,
so
my
proposal
does
not
use
a
test
because
we've
heard
evidence
from
college
admissions
that
they
don't
that
the
gpa
is
a
better
indicator
than
the
assessment.
R
We
have
evidence
from
multiple
studies
at
the
high
school
level,
around
selective
schools,
we've
heard
about
them
from
presenters,
including
corcoran
shepard,
and
I
can
I
can
share
what
those
references
say.
But
basically
tests
are
just
a
barrier
to
admissions
for
kids
of
color
and
low-income
kids
even
by
gender
they're
a
barrier,
and
they
also
don't
predict
how
kids
will
do
so,
and
I
can.
R
I
can
share
those
sites
with
folks
as
well,
but
I
agree
with
mr
chernow
that
we've
learned
from
this
year's
policy
that
that
we
get
increase
in
diversity.
If
we
look
at
gpa
and
we
have
agreement
on
this
task
force,
it
seems
that
kids
are
performing
at
grade
level
if
they
have
a
b
or
b
plus
or
better.
R
B
N
M
M
I
I
think
that's
the
the
fairest
way
to
go
this
time.
I
think
you
know
in
thinking
specifically
about
the
assessment,
but
I
I
think
what
what
what
became
dispositive
for
me
frankly
was
indeed
miss
shepherd's
presentation
and
actually
the
very
the
at
the
end
of
mr
miss
shepard's
presentation,
something
that
she
said.
M
You
know
we
the
that
boston
really
is
distinguishable
from,
say
the
sort
of
university
level
data
that
that
she
was
using,
at
least
for
part
of
her
presentation,
but
also
the
fact
that,
given
the
multiplicity
of
feeder
schools
and
the
complexities
around,
you
know
finding
a
let
you
know
a
level
playing
field
with
grades
we
may
have
deeper.
We
may
deepen
the
inequities.
M
If
we
go
solely
with
grades,
then,
if
we
introduce
some
sort
of
an
assessment,
I
I
found
what
she
said
at
the
end
to
be
very
telling
she
said
you
have
a
dilemma.
Yes,
boston
is
different
this
way
and
you
have
a
dilemma.
We
kind
of
just
basically
ended
up
precisely
where
we
are-
and
I
agree
with
her.
M
That's
our
dilemma:
we're
not
going
to
come
up
with
a
perfect
system,
but
precisely
because
of
that,
and
because
of
this
multiplicity
of
different
feeder
schools,
we
have
to
find
some
way
to
balance
all
the
the
mind-boggling,
great
disparities
in
in
a
system
that
that
that
is
serving
homeschoolers
and
private
schools
and
charter
schools
and
every
kind
of
feeder
school.
You
can
imagine.
R
R
B
R
C
R
R
R
In
sixth
grade
they
feel
pressure,
because
the
grading
systems
are
different,
the
scales
are
different,
the
standards
are
different
and
the
acceptance
rates
at
exam
schools
are
different,
and
so,
if
we
were
lotterying
off
or
even
ranking
kids
by
feeder
school,
then
the
kids
at
a
bps
sixth
grade
the
teachers
sixth
grade
teachers
at
a
bps
school.
Don't
need
to
be
thinking
about
that.
How
they're
three
compares
to
an
a
or
an
a
plus
from
a
non-bps
school?
R
R
S
She
also
showed
a
grid
where
she
maintained
that
grades
plus
an
assessment
are
the
most
predictive
measure
of
a
student's
success
in
whatever
that
next
level
would
be
with
her
studies.
It
was
all
college
which
can
in
no
way
be
compared
to
a
gpa
of
a
fifth
grader,
but
when
she
did
that
she
showed
that
even
with
the
best
predictive
measure,
she
drew
some
axes
like
this.
S
I
cannot
support
that.
I
do
not
think
it's
fair
and
I
do
not
think
the
families
in
the
city
will
think
that
it's
fair.
I
think
it
should
be
of
note
that
every
parent
or
every
person
who
has
spoken
on
behalf
of
a
lottery
in
public
comment
does
not
have
a
student
in
an
entering
grade
level
anytime
in
the
next
four
to
five
years.
S
P
U
When
I
say
what
I'm
in
when
I'm
in
agreement
in
terms
of
the
lottery,
is
that
I'm
not
in
favor
of
a
lottery?
I
want
to
be
clear
about
that.
When
I'm
talking
about
the
the
gpa,
we
continue
to
go
back
to
the
gpa,
and
I
understand
why,
but
I
want
to
again
at
we
cannot.
You
cannot
distinguish
we're
talking
about
doing
grade
level
work.
You
cannot
distinguish
between
program
areas,
so
students
from
all
program
areas
end
up
in
that
with
the
with
the
3.0
or
4.0.
U
U
P
Yes,
I
just
would
like
clarity
from
individuals
who
are
who
are
advocating
for
using
gpa
in
part
as
to
whether
they're,
specifically
speaking
to
the
traditional
gpa
of
math
and
ela,
or
if
they
are
looking
at
gpa
overall,
and
I
want
to
bring
up
again
the
case
for
overall,
whether
it's
gpa
or
class
rank,
because
I
think
you
have
a
more
holistic
measure
of
a
child
as
opposed
to
a
child
who
may
be
benefiting
from
either
grade
inflation.
Because
the
grades
that
are
typically
used
to
assess
readiness
are
predictable.
P
You
can
you
perpetuate
a
culture
where
there
is
the
potential
for
teaching
to
the
application
process,
as
opposed
to
teaching
the
child
and
teaching
the
subjects
at
hand?
And
I
would
also
argue
that
if
we
can
emphasize
holistic,
overall,
gpa
or
class
rank
at
the
elementary
level
as
a
precursor
for
assessing
a
child's
ability
to.
P
Q
Thank
you
well,
obviously,
there's
a
lot
of
concerns
in
this
plan,
so
I
guess
I'll
speak
to
a
few
that
I
can
kind
of
go
inside
my
head.
I
want
to
speak
a
little
bit
to
the
stigma
of
what
it
was
like
to
go
through
the
exam
school
process.
I
think
that
it
is
a
huge
issue
in
bps
that
you
are
uplifted
as
a
gifted
and
smart
student.
Q
Q
I
don't
think
it's.
I
don't
think
that's
out
of
reach
to
say
that
I
mean
I
really
think
we
got
to
question
what
our
exam
schools
are
supposed
to
serve,
what
they're
supposed
to
be
there
for
and
what
they're
supposed
to
be
there
for,
alongside
with
the
rest
of
the
30
20,
some
20
30
something
high
school
with
mbps.
Q
I
I
think
I
don't
know,
does
it
make
sense
for
all
the
smartest
or
quantum
coach
smartest
students
to
be
at
the
same
three
schools
and
then
for
us
to
put
so
much
focus
in
those
schools
and
for
those
schools
to
get
so
much
more
money
through
private
and
other
and
other
funding
that
we've
seen
time
and
time
again
like
I.
I
just
think
it's
time
to
really
really
think
about
radical
change.
Q
I
think
it's
time
for
a
system
where
a
student
is
is
equitably
as
equitably,
funded
and
equitably
supported
through
their
process,
and
we
don't
look
at
the
most
gifted
and
the
most
talented
and
the
people
who
have
the
best.
The
point
of
to
be
completely
honest,
the
point
of
having
a
gpa
system
like
that
and
not
including
the
test,
is
for
the
reason
being
that
it
allows
students
who
are
very
smart
to
not
get
into
exam
schools,
and
I
know
that
sounds
crazy
and
I'm
probably
gonna
get
hella
hate.
For
that.
Q
B
Q
M
Miss
garrett's
comment
going
back
to
noting
that
of
the
of
ms
shepherd's
presentation
that
got
graphic
that
look
at
both.
You
know
that
that
combination
of
of
an
assessment
and
gpa,
as
perhaps
the
you
know
the
best
way
to
get
where
we're
going
and
I'd
love
to.
Perhaps
it
may
be
useful
for
us
to
revisit
that
graphic
again
and
and
think
that
through
again,
if
we
have
I'm
sure
that
we
have
that
say
somewhere.
M
R
I
just
wanted
to
respond
to
a
couple
of
questions
and
ask
one
miss
lum.
You
asked
whether
the
gpa
only
proposal
includes
only
math
and
ela
or
combining
all
classes,
no
matter
what
classes
are
offered
and
the
my
my
view,
when
you're
using
quantitative
data
for
high
stakes
is
that
the
more
indicators
the
better?
It's
always
you
know
better
to
multiple
mistakes
of
each
individual
one.
R
H
R
R
Students
who
believe
that
the
selective
high
school
curriculum
fits
the
type
of
teaching
and
learning
that
they
want
would
still
be
able
to
apply
every
student
would
be
more
likely
to
attend
a
high
school
with
others
who
are
not
like
them
and
would
have
opportunities
for
some
of
that.
You
know
authentic
learning
that
we've
talked
about
in
earlier
meetings,
project-based
creative
research,
internships,
authentic
assessments,
the
things
that
we
know
and
that
research
has
shown
prepare
students
best
for
college
and
career.
B
R
No,
I'm
not
saying
eliminate
those
schools,
I'm
saying
make
it
more
that
entry
process
more
equitable
so
that
they're
more
accessible
to
everyone,
and
so
that
you
know
they
yeah.
I
mean
that.
That's
I
I
don't.
I
don't.
I
think,
there's
like
seven
seven
other
schools
that
have
really
good
outcomes
for
kids.
Even
you
know,
including
kids
in
different
groups
that
have
been
historically
marginalized,
but
almost
all
of
them
have
an
application
process
and.
B
R
R
M
M
L
R
I
I
didn't-
I
don't
know
just
like
I
don't
know
how
to
do
weights
for
students
and
groups
that
have
are
usually
wise.
I
thought
that
people
on
this
task
force
would
have
thoughts
or
suggestions
for
the
the
bullets
that
I
have
under
eligibility
additional
weights
for
facing
barriers
and
preference
for
attending
bps.
R
I
mean
my
actually
my
selection
mechanism,
where
you
use
the
opportunity
index
to
order
the
schools
with
six
grades.
I
won't
use
the
term
feeder
schools
would
and
then
following
those
bps6
grades
with
non-bps
six
grades
would
be
a
way
to
prioritize.
Although
you
know
I
don't
know
how
many
rounds
and
how
what
percent
I
don't
know
how
that
all
plays
out.
But
if
we
were
to
pursue
that
proposal,
we
could
ask
miss
hogan
to
run
simulations
to
get
us
to
those
numbers.
R
U
Because,
regardless
of
what
class,
what
type
of
class
you
are
in,
you
end
up
getting
you're
going
to
get
a
grade,
and
so,
when
we're
talking
about
on
grade
level,
we
have
to
be
clearer
about
what
it
is
we're
talking
about,
because
you
haven't
students
who
are
in
in
esl.
One
two
doesn't
mean
it's
not
on
grade
level.
I'm
just
asking
the
question
of
in
terms
of
how
what
measure
do
we
do?
We
have
that
says
that
that
student's
performance
is
on
grade
level.
So
what
which
curriculum
are
we
talking
about?
U
And
you
in
your
presentation,
you
talked
about
the
college's
missions
and
they're
moving
away
from
assessments,
but
what
the
colleges
are
not
saying
is
the
fact
that
you
know
they
are
looking
at
a
young
person's
transcript
and
how
they
take
advantage
of
the
most
rigorous
courses
at
those
schools.
So
young
people
are
coming
in
and
they
don't
and
we
don't
have
any
measure
in
terms
of
you
know
we
don't
have
any
assessment
data.
U
Are
they
going
to
be
able
to
act?
It's
our
job
to
make
sure
that
they're
able
to
access
those
advanced
placement
courses
and
things
like
that
and
dual
enrollment
opportunities
and
we're
going
to
expose
them
to
it.
But
it's
going
to
take
some
p,
some
young
people
longer
than
others
in
order
to
get
to
that
point,
where
they're
able
to
access
them
and
again
not
a
problem.
U
But
we
just
need
to
know
what
we're
talking
about
when
when
we
say,
let's
just
do
gpa
without
an
assessment
and
let's
just
do
a
lottery,
because
it
has
many
different
implications
and
the
very
stu
the
very
people
that
we're
trying
to
help
become
the
very
people
that
we're
trying
that
we
end
up
hurting
because
there's
nothing
more
hurtful
for
a
young
person
than
to
enter
into
an
environment
that
someone
told
them
that
they
they
would
do
well
in
right.
And
then
they
go
into
that
classroom.
U
They're
looking
at
their
peers
and
then
they
feel
a
certain
way.
They
don't
feel
like
they're
they're
good
enough.
I
never
want
a
young
person
to
feel
that
way.
So
so
it's
our
job
to
make
sure
that
we
create
the
environment
for
them.
To
succeed
in,
but
if
for
this
for
this
body
right
here,
it
is
our
job
to
make
sure
that
we
are
clear
about
all
things
and
not
just
speaking
arbitrarily
around.
U
R
B
The
only
way
I'd
respond
to
that
is
that
the
english
language,
arts
and
math
is
a
curriculum
that
is
in
every
school
full-time.
Five
days
a
week,
we
have
schools
that
are
of
different
sizes
and
shapes
where
the
ability
to
do
all
of
the
things
that
we'd
like
to
see
in
every
school
may
be
limited
and.
P
I
think
we
get
into
a
self-fulfilling
prophecy,
then,
where,
if
the
only
standard
is
math
and
ela,
that's
the
only
standard
that
continues
to
receive
investment
or
the
emphasis,
and
you
mentioned
science
being
on
the
back
burner
for
many
schools.
The
reasons
on
the
back
burner
is
because
all
the
emphasis
is
on
math
and
ela.
P
If
we
don't
to
to
borrow
mr
chernow's
words,
make
some
bold
decisions
about
radical
change
that
we
can
have
purview
over
then
other.
If,
if
we
don't
take
advantage
of
this
platform
or
opportunity
to
do
that,
I
think
we
lose
the
potential
for
seeing
changes
that
could
be
made
as
a
result
of
the
decisions.
This
body
makes.
N
Thank
you,
miss
lom.
I
would
not
disagree
that
there's
a
emphasis
in
particular
areas
and
that's
what
drives
money
and
funding
and
I'm
not
saying
bps
isn't
complicit
in
it,
but
I
also
think
it's
very
much
driven
by
the
federal
and
the
state
governments
and
how
they
assess
schools
and
make
decisions
about
where
we
are
and
the
data
they
put
out
the
the
subjects
they
assess
the
money
they
put
behind
things.
N
So
I
certainly
think
it
is
something
that
is
but
broken
but
is
much
bigger
than
just
the
boston
public
schools,
and
I
feel
the
same
way
about
grading-
is
that
I
I
don't
want
to
bash
bps
school
leaders
or
teachers
and
saying
that
we
have
inequitable
grading.
I
think
we
could
look
at
every
single
school
from
our
homeschoolers
to
our
charter
schools,
to
our
private
schools,
to
our
parochial
schools,
to
our
bps
schools
and
we
would
get
a
different
answer
everywhere,
and
so
this
is
so
much
bigger
than
just
like.
N
Well,
boston
isn't
doing
that
boston,
public
schools
isn't
doing
this
right,
so
we
can't
make
this
a
factor.
It's
that
you
know
dr
tong
keeps
coming
back
to
the
mcas,
and
I
don't
disagree
with
her
comment
about
like
let's
just
use
the
mcas.
The
problem
is
so
many
of
our
kids:
don't
have
access
to
the
mcas,
they
don't
take
it,
and
so
it
kind
of
makes
it
a
null
and
void
thing
that
we
don't.
N
We
don't
want
to
make
an
admissions
policy
around
something
that
everyone
can't
even
get
to,
and-
and
so
I
think
that
that
is
the
bigger
piece
about
it-
that
it's
not
just
a
boston
problem.
It's
that
we
don't
align.
We
would
find
totally
different
things
at
a
parochial
school
down
the
street
from
my
school
and
the
charter
school
down
the
street
from
my
school,
and
you
would
find
different
standards
being
taught.
N
P
Dismantling
or
or
addressing
the
complexities
that
balloon
the
more
you
look
into.
It
is
certainly
a
huge
issue,
but
ultimately,
if
what
we're
trying
to
do
is
assess
a
student's
readiness
to
take
on
a
school,
a
school
is
more
than
just
its
ela
and
its
math
and
a
student's
ability
to
work
holistically
within
their
school
and
within
their
culture
and
within
whatever
system
of
assessment.
That
school
has
set
up.
The
only
outcome
we
have
of
that
achievement
is
their
class
rank
in
their
gpa.
M
Actually,
my
point
was
going
to
be
something
else,
but
muslim.
I
think
you
just
made
the
you
know.
You
just
made
actually
miss
freedom
wisdom's
case
in
in
in
in
a
way
with
respect
to
universities
having
having
the
luxury
of
of
assessing
transcripts
and
12
years
of
high
school,
and
you
know
ap
work,
just
that's
why
they
could
afford
to
go
without
an
assessment,
and
I
know
that
that's
not
where
you
are,
but
I
I
also
you
know,
I'm
thinking
really
some
sort
of
an
assessment
is
is
necessary.
M
M
It
may
be
that
that's
beyond
you
know.
Is
it
because
we're
it's
that's
more
of
a
desi
designation
and
we
we
don't,
have
we
don't?
We
don't
have
the
authority
to
do
that,
but
I'm
posing
that
as
sort
of
my
radical
think
outside
the
box-
and
maybe
maybe
the
answer
is
clearly
sam-
it's
because
it
can't
be
done.
M
N
Mr
acevedo,
we
don't
control
that
assessment,
it's
controlled
by
the
state
and
it
costs
money
to
do
that.
It
costs
money
to
have
it
graded
it
would.
It
would
have
to
be
a
larger
negotiation
with
the
state
and
I'm
not
saying
it's
not
possible,
but
I
highly
doubt
the
state
will
want
to
pay
more
money
for
these
other
students
to
take
it
or
that
these
private
schools
would
then
want
to
pay
money
to
take
this
assessment.
If
that,
if
that
is
the
case,.
B
B
And
there
would
be
some
who
would
criticize
the
use
of
the
mcas
as
well,
because
they
don't
measure
to
the
extent
that
they
should
well.
There
is
an
opposition
to
mcas
in
general
because
it
may
not
be
analytical
enough
or
it
may
not
be
x
or
y,
but
the
biggest
problem
we
have
are
the
results
of
the
mcas
and
until
the
district
addresses
that
I
don't
think
you
know
we
can
it.
We
can
even
explore
that
venue
and
that's
not
meant
as
a
criticism.
R
Ms
grosso
mentioned
that
I
brought
up
mcas
before,
but
I
I
don't.
I
don't
think
we
should
use
an
assessment,
so
I
think
yeah.
So
I
just
wanted
to
correct
the
record
on
that
and
then
I
I
I'm
looking
at
the
time.
You
probably
don't
want
to
hear
me
go
through
my
summary
of
the
eight
studies
that
have
been
done
on
high
school
on
selective
high
schools
and
their
admissions
processes.
B
B
B
M
B
B
S
C
Hence
my
willingness
to
approach
an
exam,
particularly
one
that
would
you
know,
determine
entry
to
a
qualified
applicant
pool,
but
it
seems
that
another
way
to
measure
qualification
is
if
your
teacher
or
your
principal
or
some
combination
thereof,
says:
look,
you
know
this
student
may
or
may
not
do
well
on
the
map
or
the
mcas
or
whatever
it
is.
But
this
is
a
student
I
have.
C
That
is
ready
for
that
kind
of
work,
and
it
would
be
a
way
to
to
reward
a
student's,
hard
work
in
fifth
and
sixth
grade,
and
it
would
not
have
the
onus
or
the
difficulty
of
securing
a
letter
of
recommendation
or
doing
any
of
the
other
things
that
feel
more
subjective
and
harder
to
measure.
On
the
back
of
a
sixth
grader
right,
like
writing,
an
essay
doing
some
of
the
things
that
just
feel
far
more
appropriate
for
entry
to
college
than
they
do
for
entry
to
seventh
grade.
C
S
Thank
you.
I
can
just
say
a
word.
I
know
we're
pushing
seven.
I
can't
say
a
word
just
quickly
about
teacher
nomination,
I'm
very
struck
by
the
public
comment.
We
had
a
few
weeks
ago
from
just
the
feelings
of
teachers
of
that
grade
level,
even
just
using
grades
exclusively.
I'm
sure
this
process
is
is
more
proximal
to
teachers
of
this
grade
level.
But
you
know
as
as
someone
who
who
is
familiar
with
parents
who
certainly
have
a
strong
touch
point
to
a
school.
S
I
can't
see
disadvantaged
students
being
advantaged
when
it
comes
down
to
a
teacher
recommendation.
I
can
see
teachers
potentially
trying
to
avoid
teaching
those
grades
if
it
falls
on
them
exclusively
to
make
that
reference
or
not.
So
I
I
see
where
mr
cracker,
where
you're
coming
from
in
terms
of
trying
to
find
an
indication
you
know
close
to
the
student,
but
you
also
have
a
district
where
folks
go
on
long-term
leaves
for
various
reasons.
Folks
have
substitute
teachers,
but
I
mean
it's
not
it's.
S
S
I
was
just
gonna
make
a
quick
comment
about
about
tests
and
I
do
I
would
love
to
see
what
dr
tong
sends.
I
know
that
we
had
a
someone
at
public
comment
last
week
who
quoted
dr
kennedy
that
if
a
student
doesn't
perform
well
on
a
test
either
there's
something
wrong
with
the
test
taker
or
there's
something
wrong
with
the
test,
and
we
all
know
there's
nothing
wrong
with
the
test
taker.
S
But
I
do
think
that
there's
a
third
component-
that's
not
mentioned
in
that
quote,
which
is
the
preparation
of
that
student
and
what
the
what
the
school
that
that
student
attends
and
what
that
environment
has
given
that
student
to
date,
I
mean,
I
think,
that's
a
really
important
piece.
That's
missing,
and
I
just
have
to
say
that
I
feel
like
we
need
to.
S
I
think
there's
a
difference
between
removing
barriers
and
preparing
students
for
the
barriers
that
exist,
and
I
don't
think
a
grade
level
test
that
gives
math
problems
at
a
level
that
the
school
should
have
taught
them.
The
math
problems
should
be
something
that
we
can't
consider,
because
we
somehow
feel
that
our
students
can't
reach
that
goal.
It
feels
like
low
expectations,
and
it
feels
very
problematic
to
me.
B
P
B
That's
one
of
the
reasons
we
built
into
the
suggestion
that
there
be
a
periodic
review
of
what
we
come
up
with
in
order
to
assess
the
impact
of
all
of
these
things
that
we've
struggled
with
and
then
to
measure
or
monitor
how
effectively
it
is
addressing
what
it
is.
We've
been
charged
with
doctor
dr
tong
and
then
miss
gracia.
I
guess.
N
I
think
there
will
be
a
lot
of
pressure
placed
on
teachers
to
say
that
it
will
not
be
able
to
be
anonymous
because
people
will
want
to
know
what
was
the
what
was
my
child's
calculation
for
getting
into
an
exam
school,
and
where
did
this
point?
How
come
we
didn't
get
this
point?
I
think
that
will
directly
come
back
on
people.
I
also
think
we
all
have
bias
so
teachers
have
bias
and
it
shouldn't
be
on
one
person's
decision
about
whether
or
not
a
child
is
appropriate
for
an
exam
school
seat
or
not.
N
N
How
do
I
get
a
seat
at
your
school
and-
and
this
is
these-
are
real
things
that
happen,
and
these
are
real
realities
that
that
people
face
and
I'm
so
glad
I
have
no
control
over
what
children
come
to
my
school.
I
I
couldn't
be
happier
because
I
cannot
be
gained
in
this.
No
one
is
going
to
to
try
to
get
something
for
me
because
I
have
no
control
over
it.
It
is
done
separately
for
me,
and
I
appreciate
that.
But
I
have
a
lot
of
worries
about
that.
C
N
I
mean,
I
think,
that's
a
different
way
to
look
at
it,
but
how
do
you
decide
who's?
Who
who
gets
that
extra
boost
and
then
what?
If
the
teacher
doesn't
think
they
belong
there
and
what
immense
pressure
is
on
them
by
families
to
say?
Yes,
your
child
would
do
great
at
an
exam
school
if
they
don't
believe
it,
and
maybe
they
don't
believe
I
mean
all
of
us
on
this
call.
There's
no
doubt
in
my
name.
B
T
A
Thank
you
very
much,
mr
contemposis.
We
have
five
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
I
would
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
put
your
hand
virtually
in
zoom
also
make
sure
you're
signed
into
this
movement
with
the
same
name.
You
used
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
A
A
V
Yeah
good
evening
my
name
is
yancy
fang.
I
am
a
recent
graduate
of
boston,
latin
school,
a
student
at
harvard
university
and
a
resident
of
west
roxbury
and
formerly
of
chinatown
I'll
first
state
that
my
younger
sister
is
currently
in
fifth
grade
and
will
be
applying
to
the
exam
schools.
This
fall.
So
I
do
have
a
strong
interest
in
the
ultimate
recommendations
of
this
working
group.
V
I
see
no
reason
why
a
similar
process
cannot
be
used
here
in
the
exam
school
context
and
for
undocumented
students
who
are
obviously
disadvantaged.
Bps
could
find
a
creative
solution
or
use
an
internal
indicator
if
there
is
any
to
automatically
grant
them
that
disadvantage
status.
I
don't
know
if
miss
hogan
is
still
here,
but
she
will
likely
be
able
to
provide
more
context
about
how
that
worked
in
the
past
and
whether
this
can
be
how
easily
or
how
difficult
it
might
be
used
in
the
exam
school
context.
I
also.
V
I
also
want
to
add
that,
under
this
system,
geographic
and
racial
diversity
is
still
insured
simply
because
there
are
a
lot
of
racial
diversity,
our
racial
disparities
in
income
across
the
city
and
there's
also
a
lot
of
income
segregation
across
neighborhoods.
So
because
there
are
a
large
number
of
students
right,
they
are
still
this
historically
disadvantaged
disadvantaged
groups
will
still
get
a
lot
of
seats
if
we
do
individual
student
con
student
socioeconomic
status.
So
thank
you
for
your
consideration
and,
of
course
I
have
the
written
comment
if
you
want
to
refer
back
to
it
later.
A
L
My
name
is
minia
rosendale.
I
grew
up
poor
in
a
public
project.
Lotteries
drive
out
families
from
the
city
and
leave
the
poorest
and
most
vulnerable
behind.
First
lotteries
do
not
equalize
the
playing
field.
If
a
family
meme
doesn't
get
what
they
want,
they
have
no
other
options,
but
a
poor
family
that
doesn't
win
would
be
cut
off
from
opportunities.
L
L
Bls
was
life-changing
for
me,
so
please
give
more
access
to
poor
kids
with
potential,
but
don't
leave
it
up
to
random
chance.
Second,
lotteries
are
not
equitable.
The
new
home-based
kindergarten
lottery
was
created
in
the
name
of
equity,
but
a
2018
harvard
study
showed
that
its
bureaucratic
mechanisms
in
the
behavior
of
families
was
actually
increasing
segregation
for
black
and
brown
children.
L
L
I
believe
integration
is
a
morally
worthy
goal,
so
I
am
choosing
to
put
my
child
onto
a
bus,
so
she
can
attend
a
tier
four
school.
I
have
eight
years
to
work
with
parents
to
help
improve
the
schools,
but
if
all
the
other
parents
flee-
because
they
no
longer
feel
there
are
viable
high
school
options
or
they
feel
like
no
one
will
take
their
concerns
seriously.
It
will
be
an
uphill
battle
and
I
too
will
give
up
and
leave
and
as
a
boston-born
phoebus
graduate
that
just
breaks
my
heart.
Thank
you.
T
T
T
Also,
other
factors
could
be
improved
as
well.
So
if
the
social,
economic
starters
and
the
zip
code
become
the
dominant
in
exam
score,
the
mission
or
lottery
is
issued
to
decide
to
determine
the
things.
This
will
change
the
demographic
composition,
more
and
more
middle
class
family
with
school-age
children
will
move
out
both
eventually
major
majority
of
students
in
the
descent
school
will
come
from
low-income
families,
african
american,
american
and
latino
boston
example
will
eventually
average
to
ordinary
a
public
boston
public
school.
T
So
what
do
we
expect
our
kids
to
achieve
after
high
school?
They
will
compete
with
students
all
over
the
country.
This.
The
mission
policy
will
not
prepare
them
well
and
competitive
love
to
win
their
future
in
their
whole
life.
More
of
them
eventually
will
become
live
losers
instead
of
just
exam
users,
so
you
might
heard
in
the
report
last
week,
judge
rose
collision
for
tga
fight
can
continue
in
federal,
lawsuit,
so
judge
hilton
said
everybody
lost
the
purchaser
is
not
race
neutral
and
that's
it's
designed
to
affect
the
racial
composition
of
the
school.
T
You
can
say
all
sorts
of
beautiful
things,
while
you
are
doing
others
so
think
about
when
we
talk
about
equity
diversity,
inclusively.
So
what's
the
real
means
beyond
those
world?
Okay,
and
so
I
believe,
everybody
deserves
a
chance
to
accept
the
better
education,
no
matter
the
risk
or
income
or
where
they
are
all
right.
Thank
you
very
much.
That's
my
testimony.
W
Oh
hi,
thanks
for
taking
my
comment,
it's
actually
more
of
a
question
and
I
think
it
bears
on
a
lot
of
tonight's
discussion
around
how
you
sort
of
set
the
qualifications,
I
guess
for
students
who
would
be
able
to
attend
the
exam
schools.
I
know
in
the
zip
code
policy
seats
were
allocated
to
each
zip
code
based
on
the
number
of
or
the
proportion
I
guess,
of
school-age
children
living
there
and
under
the
chicago
style
modeling
that
was
presented
at
the
last
meeting.
W
E
E
I
believe
there
could
be
at
least
as
much
community
support
for
a
lottery
process
as
for
any
other
in
comparison
to
a
highly
engineered,
zip
code
or
census
tract
plan.
A
lottery
has
an
advantage
in
transparency
and
simplicity.
It'll
be
easier
to
explain
and
to
implement
a
lottery
eliminates
grade
disparities
between
private,
parochial
and
public
school
students.
It
significantly
reduces
the
tutoring
and
test
prep
advantage.
E
E
It'll
sustainably
change
the
demographics
of
exam
schools,
as
it
cannot
be
gamed
and
it
could
be
embraced
in
every
neighborhood
of
boston
because,
where
you
live,
is
not
a
factor
in
your
chances,
a
few
members
last
week
expressed
concern
about
hard-working
and
high-achieving
students
not
receiving
exam
school
seats
in
a
lottery.
I
have
such
a
student,
so
I
want
to
point
out
that
that's
already
happening
under
the
zip
code
plan.
E
B
D
B
B
I
didn't
suggest
a
great
deal
around
where
I
stood
on
this.
I
think
most
of
you
know
that
I'm
in
favor
of
the
2080,
I'm
in
favor
of
the
20
being
city-wide
and
the
reason
for
that
is.
Obviously
we
have
young
people
out
there
who
have
literally
worked
very
hard
and
should
be
given
some
opportunity
here.
B
I
thought
the
tier
system
was
something
that
addressed
some
of
that,
but
again
it's
going
to
come
down
unless
we
can
reach
consensus
to
taking
each
of
these
topics
and
really
having
a
vote
so
that
we
can
at
least
move
forward.
So
I
would
encourage
you
to
listen
to
or
to
take,
I
hope,
you've
taken
notes.
Everybody
has
made
some
valuable
suggestions,
but
I
do
think
I
don't
see
a
way
here
yet
that
we
can
reach
consensus
as
we
did
with
the
work
group.