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From YouTube: Exam School Admissions Task Force Meeting 6-11-21
Description
Exam School Admissions Task Force Meeting 6-11-21
B
C
Hello
good
evening,
mr
content,
passas
good
evening
board
members.
I
will
now
proceed
to
introduce
the
interpretation
in
spanish.
C
B
B
B
B
G
H
J
B
Okay,
thank
you.
We
also
have
american
sign
language,
interpreters,
andrew
bidkameni
and
charlotte
d
spinsten.
Thank
you
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
this
evening
to
speak
at
a
slower
pace
to
assist
our
interpreters.
B
B
K
L
B
B
Thank
you
is,
I
believe,
miss
hogan
is
on
vacation
is,
there
is
miss.
J
B
With
us
this
evening,
I'm
here,
thank
you.
Do
you
know
if
we
have
any
data
that
was
requested
to
present
this
evening?
I
don't
believe
so.
Okay,
I
did
receive
an
email
from
miss
hogan.
She
will
return
on
monday
and
she
left
us
an
address
if
there
are
additional
requests
that
folks
may
want
to
make
before
we
go
any
further
I'd
like
to
give
you
an
update
as
we
proceed,
given
all
the
changes
that
may
have
occurred,
that
not
may
have
have
occurred
since
our
last
meeting.
B
J
B
B
B
B
There
are
a
number
of
other
recommendations
which
have
been
made,
but
these
three,
I
believe,
are
the
ones
that
have
been
discussed
and
require,
in
my
mind,
further
clarification
and
further
direction
as
to
what
the
majority
of
the
committee
wishes
to
do.
B
B
M
Yes,
thank
you.
Before
we
get
into
the
discussion,
I
was
hoping
to
just
review
dr
shepherd's
recommendations
because
task
force
members
have
referred
to
her
comments
as
proposing
the
use
of
mcas,
and
this
is
not
the
case.
So
I
re-watched
her
session
of
that
meeting
and
just
a
selection
of
things
she
said.
Grades
are
a
better
predictor
of
future
academics
than
test
scores.
M
Tests
have
a
greater
disparate
impact
than
selecting
on
grades
alone.
Tests
reflect
unequal
opportunities
like
test
preparation
and
stereotype
threat
test
cement
inequity
about
the
mcas.
She
did
say
that
it
was
a
better
measure
than
that
growth
test
and
that
if
we
use
the
mcas
to
improve
fairness,
we
should
set
the
cut
score
low
for
eligibility
and
use
lottery
for
selection.
M
She
said
we
shouldn't
choose
a
test
just
because
it
is
uniform
because
uniform
isn't
always
the
fairest,
so
just
just
wanted
to
address
the
comments
I've
heard
in
the
last
couple
of
meetings.
Thank
you.
B
Okay
moving
forward,
I
will
make
an
attempt
to
suggest
what
the
options
are
for
each
of
these
areas
that,
hopefully,
will
generate
conversation.
B
I
believe
these
are
the
options
and
again
the
intent
this
evening
is
not
to
reach
closure.
B
It
is
to
at
least
get
a
sense
of
whether,
indeed
we
can
reach
consensus
on
this
issue
or
whether,
indeed,
we
need
to
ultimately
vote
on
our
preference,
as
I
understand
it,
the
eligibility
and,
by
the
way,
I
am
open
to
correction,
if
need
be,
the
eligibility
for
the
applicant
pool.
B
I
believe
we
have
discussed
whether
we
should
use
math
and
english
language
arts,
or
whether
there
is
a
feeling
that
those
two
subjects
need
to
be.
Then
others
need
to
be
added
to
those
two
subjects.
B
The
use
of
an
assessment,
namely
the
mat,
is
also
on
the
table,
and
I
would
suggest
that
the
two
areas
of
discussion
is
whether
we
use
an
absolute
score,
which
the
test
vendor
has
indicated
to
us
that
they
can
provide
that
test.
Score
would
be
equal
to
or
exceeding
what
the
mass
standards
are
around
meets
and
exceeds
expectations
the
state
standards.
B
B
B
Support
we
have
also
discussed
utilizing
an
lottery
across
the
district
on
the
basis
of
the
eligibility
of
the
applicant
pool,
either
determined
by
option
a
which
is
the
assessment
and
the
gpa
or
strictly
the
gpa,
I'll
stop
there.
There
may
be
additions,
subtractions
disagreements,
but
that
to
me
is
where
we
have
landed
in
terms
of
determining
the
eligibility
requirement.
B
Eligibility,
I
would
ask
I
one
of
you
at
least
to
keep
track
of
the
order
that
the
hands
go
up,
as
I
have
difficulty
doing
so
I'll
start
with
miss
lum,
mr
krieger,
and
then
mr
chernow.
That's
all
I
see
for
the
time
being.
Mr
krager,
I'm
I'm
sorry
miss
lomb.
N
Thank
you,
mr
hypothesis.
I
just
have
a
question
of
clarification
with
regards
to
the
gpa
and
rank
system.
We
used
this
past
year
in
the
interim
policy
and
that's
with
regards
to
the
20
city-wide
when
it
was
gpa
in
rank.
Was
that
utilizing
overall,
gpa
and
overall
rank,
or
was
that
again?
N
So,
for
example,
could
someone
have
gotten
a
b
minus
in
math
or
ela,
and
not
the
b
threshold,
meaning
they
could
have?
They
could
have
had
a
3.7
gpa,
but
just
didn't
get
the
b
in
math
and
or
ela,
so
they
would
not
have
been
qualified
to
begin
with
and
would
not
have
been
included
in
the
pool,
even
if
they
had
an
overall
rank
that
could
have
led
them
to
be
a
higher
achiever
in
the
school.
B
I
believe
that
what
we
stated
was
that
it
would
be
b
or
better.
I
don't
think
we.
This
is
really
a
question
to
for
miss
hogan.
B
O
To
take
that,
mr
consequences,
if
you
like
sure,
please
do
so,
we
we
use
the
combination
of
the
two
ela
and
two
math
scores,
and
then
that
was
you
that
those
combined
developed
your
gpa.
So
your
overall
gpa,
it's
unlikely
that
someone
had
a
c
or
or
lower
across
scores.
I
won't
say
it's
not
possible,
but
it
does
reflect
the
overall
gba
combining
your
ela
and
math
force.
L
My
only
real
interest
is
in
developing
a
plan
that
fulfills
our
charge
and
results
in
meaningful,
neighborhood,
socioeconomic
and
racial
diversity
in
our
exam
schools,
but
does
so
clearly
within
the
bounds
of
the
constitution
and
supreme
court
precedent
on
this
matter,
namely
does
so
in
a
manner
that
cannot
be
accused
of
racial
balancing.
L
To
me,
I
can
accept
an
approach
that
involves
a
lottery,
a
an
approach
that
involves
a
test,
an
approach
that
involves
no
test.
I
would
only
note
at
this
time
that
if
a
test
is
used,
I
would
think
we
should
make
it
as
flexible
as
possible
such
that
if
a
student
heard
dr
shepard's
testimony
could
demonstrate
their
eligibility
to
attend
an
exam
school
based
on
their
performance
on
the
mcas.
L
B
B
K
Thank
you.
My
question
is
a
two-part
question,
the
first
part
being,
I
know
others
on
the
task
force
I
mentioned
earlier
about.
You
know,
empire
meetings
about
using
more
than
just
english
and
math
in
the
sixth
grade.
When
we
look
at
their
gpas,
have
we
do?
We
have
an
answer
to
whether
or
not
all
bps,
high
schools
or
sorry
middle
schools
have
teach
those
courses.
K
P
P
B
School,
it
certainly
is
true
of
the
elementaries.
I
think
you
would
agree.
K
Sorry,
I
was
just
gonna
say:
if
that's
the
case,
then
I'd
be
open
to
looking
at
all
four
of
those
grades
for
the
sixth
graders
and
as
well
as
maybe
even
seeing
some
of
their
fifth
grade
grades
as
well.
That
could
only
be
the
two
subjects
just
to
get
more
of
a
chance
of
like
having
one
teacher
that
doesn't
like
you
or
one
bad
term,
or
you
had
something
going
on
to
give
you
more
flexibility
in
terms
of
showing
proving
yourself
in
multiple
instances.
Q
Thanks
piggybacking
on
mr
chernow's
question,
just
trying
to
learn
more
about
different
members
recommendations
so
that
we
can
try
to
get
to,
as
mr
quaker
describes
some
concrete
options.
So
I
guess
one
question
for
for
miss
lam,
and
maybe
mr
chernow
answered
this
a
little
bit
with
his
recommendation.
Just
now
is,
would
you
just
mind
sharing
a
little
bit
more
about
where
what
the
benefit
and,
in
your
view,
is
of
expanding
to
other
subjects?
Q
I
have
similar
nervousness
about
the
level
at
which
the
other
courses
are
offered
and
across
school
types,
and
I
just
I
I
think
it's
helpful
to
hear
ms
grossa
say
that
most-
that
these
subjects
are
likely
offered
at
every
sixth
grade,
but
I
that
leads
to
just
my
other
question
about.
Are
we
building
something
that
is
covered
provisional
again
or
not?
I
understand
if
we're
saying
sixth
grade
grades
this
year,
because
of
all
that's
gone
on.
Q
Do
we
need
to
have
a
conversation
about
fifth
grade
on
a
normal
year,
because
I
think
that
does
impact
thinking
about
subjects
used
and
and
some
of
those
other
pieces.
Similarly,
with
thoughts
about
mcas
this
year
was
very
unusual
for
grades
three,
through
eight,
we
had
some
students
testing
remote.
We
had
some
students,
testing
remotely,
and
so
with
that
with
mr
kreger's
suggestion
around
using
mcas
as
an
equivalent.
Q
I
just
wonder
whether
that
might
be
affected
by
the
unusual
way
that
that
the
test
was
taken
by
students
this
year,
amid
so
many
disruptions.
So
I
guess
my
question.
My
question,
though,
is
for
miss
long
to
hear
more
about
the
recommendation
of
other
subjects,
because
I'm
thinking
of
some
schools,
where
some
teachers,
a
teacher,
might
teach
the
entire
school
in
a
subject,
and
you
know
how
often
are
they
receiving
assessments?
How
you
know
how
much
do
those
grades
reflect
differentiation
amongst
the
students
just
things
like
that,.
Q
I
don't
know
about
the
value
of
the
student.
I
think
my
recommendation
around
an
assessment
from
the
beginning
is
that
even
within
bps
there
doesn't
seem
to
be
much
opinion
that
grades
are
the
same
from
school
to
school.
Q
So
in
that,
if
that's
what
you
mean
then,
yes,
I
guess
I'll
give
a
specific
example
of
a
science
course,
for
example,
in
a
k-8
where
they
may,
there
may
be
one
science
educator
responsible
across
the
school
serving
an
extremely
high
number
of
students,
so
that
teacher's
approach
to
grading
may
certainly
be
much
different
from
someone
who
has
science
as
a
departmental
subject.
More
frequently,
for
example,.
N
So
my
pushback
would
be
that
as
the
task
force,
purview
is
criteria
alone
and
not
how
the
correct
criteria
was
arrived
at.
I
would
be
looking
at
overall
gpa
and
achievement
purely
through
that
lens
and
if
the
criteria
is
not
an
effective
measure
across
schools,
that
is
a
district
issue
and
a
pipeline
issue.
Q
N
But
I
think,
if
we're
trying
to
avoid
gaming,
so
to
speak,
the
more
variables
we
can
include
in
eligibility,
the
more
fair
we
are
across
the
board
because
I
think
by
not
including
other
course
work
and
other
achievements.
You
are
limiting
students
still
to
the
same
limitations
that
you're
discussing
in
terms
of
quality
and
access
to
opportunities,
even
if
it's
just
around
ela
and
math.
Q
R
I
sheepishly
put
my
hand
up
my
cyber
hand,
up
and
brought
it
down.
I
guess
it's
just
very
close
to,
but
you
know
here
it
is
so
close
to
what
mr
craiger
shared
and
I
you
know
and
and
I
am
congealing
around
thoughts
around
an
assessment
and
lottery
and
which
and
what
grades
into
what
weight
to
give
and
but
I'll.
I
I'd
rather
I'd
rather
wait
to
see
you
know
if
some
of
that
ground,
if
I'm
willing
to
give
some
of
that
ground
and
be
persuaded
otherwise
in
this
discourse.
R
What
I
will
say,
though,
mr
contemposis,
to
your
framing
remarks
at
the
beginning.
R
R
R
B
P
I
mean
we
have
a:
we
have
a
middle
school
science
curriculum
and
we
have
like
kids
across
the
district.
Like
I
I
don't
know.
I
personally
think
science
and
history
are
things
that
are
being
taught
in
middle
schools,
and
I
I
think
there
is
always
too
much
of
an
over
emphasis
on
just
ela
and
mathematics,
which
are
obviously
important
subjects,
but
we
have
amazing
scientists,
amazing
historians,
I
mean,
if
you're
thinking
about
a
classical
education,
if
you're
thinking
about
in
some
of
our
exam
schools,
that's
piece
of
it
and
thinking
about
history.
P
Studies,
that's
a
huge
part
of
an
exam
school
education,
but
that's
just
my
personal
opinion
and
from
what
I
know
about
all
of
our
other
school
leaders
and
also
it's
an
opportunity
for
us
to
bring
value
to
other
subject
areas
that
are
also
important
and
and
should
and
should
be
recognized.
I
can
think
of.
I
also
think
one
of
our
exam
schools
is
for
math
and
science,
so
to
like
o'brien's
school
of
math
and
science.
Is
that
your
full?
Isn't
that
the
name
dr
freeman
wisdom?
P
Why
wouldn't
we
want
to
elevate
a
subject
that
is
like
certainly
a
huge
piece
of
one
of
our
amazing
exam
schools?
So
that's
just
my
thought
on
it.
I
do
think
it
takes
away
the
emphasis
of
like
one
teacher
holding
all
the
weight
of
a
of
a
particular
score
and
for
kids
to
be
able
to
shine
in
some
different
areas.
P
It
also
means
that,
like
hey,
if
I'm
not
the
best
in
math,
but
I'm
really
strong
in
ela
science
and
history,
I
still
could
be
part
of
the
eligibility
pool
to
then
potentially
be
accepted
into
an
exam
school
and
that's
my
focus
area
to
work
on.
But
I
don't.
I
truly
think
it's.
There
is
less
inconsistencies
as
we
move
to
middle
schools.
P
One
of
if
not
the
largest
middle
school
in
bps,
definitely
one
of
and
most
of
my
teachers
teach
a
one
grade
level
or
two
grade
levels.
I
know
in
some
of
our
smaller
schools
I
can
think
of
like
a
single
strand.
Middle
school,
like
someone
is
probably
teaching
science
for
three,
the
three
kids
for
the
same
three
years
in
that
middle
school,
and
so
that
would
be
slightly
different,
but
they're
still
learning
the
same
science
content.
B
I
think
my
my
in
the
spirit
of
trying
to
move
this
in
this
in
in
the
way
that
mr
acevedo
has
suggested.
B
The
rationale
I
think
behind
the
english
language,
arts
and
math
is
that
historically,
two
grades
have
been
considered
in
this
process.
Fifth
and
sixth,
and
since
we're
now
debating
whether
we
include
science
and
social
studies
as
part
of
the
gpa,
perhaps
we
ought
to
think
about
whether
we
do
that,
because
we
probably
will
have
to
deal
with
the
issue
of
what
semester
grades.
Are
we
going
to
use?
B
B
Their
sixth
grade
scores
only.
B
T
B
B
Well,
I'm
sure
the
curly
does
it
well
miss
gracia,
because
you
demand
it.
But
let's
move
on
mr
chernow.
M
M
Dr
tom,
thank
you
so
I
I
agree
with
miss
alum
that
the
more
data
points
the
better,
because
it's
a
high-stakes
decision,
so
we
want
to
give
kids
as
many
chances
as
possible,
but
I
also
understand
that
the
2021
school
year
is
not
one
on
which
we
want
to.
M
You
know,
base
high
stakes
decisions
on
so
I
was
wondering.
Could
our
recommendation
be
a
permanent
one
with
a
one-year
exception
where,
if
gp
does
become
part
of
our
eligibility
requirement,
could
we
say
that
the
permanent
one
is
fifth
grade
gpa
and
the
first
half
of
sixth
grade
like
it
has
been
in
the
past?
But
I
agree
with
the
added
subjects
well
for
the
2023.
R
K
No
that
that
also
sounds
reasonably
reasonable
to
me.
I
think
we
should
expand
the
grade,
expand
the
subjects
we
look
at
for
sixth
grade
and
also
definitely
think
about
having
next
year
be
another
not
permanent
year.
Due
to
the
current
situations.
I
agree.
M
Well,
my
only
amendment
to
that
is:
we
have
to
come
to
consensus
on
this,
the
permanent
23
and
beyond,
because
some
of
us
think
it
should
still
be
the
cumulative
gpa
all
combined
and
some
think
it
should
just
be
ela
and
math.
Q
Can
I
make
a
suggestion
related
to
that?
I
I
agree
with
dr
tong's
proposal
around
having
two
stages
of
a
gpa,
a
one-year
covet
provision
and
a
long
term.
It
does
sound
as
if
we're
going
to
we're
likely
going
to
do
some
analysis
of
that
one
year.
Q
Q
I
certainly
don't
want
to
suggest
that
we're
back
here
ever
again,
but
maybe
it
might
be
helpful
to
mark
that
as
something
as
we
revert
to
the
other
grade
model
to
assess
what
the
addition
of
those
grades
did
and
to
hear
from
bps
what
the
process
of
collecting,
though,
if
the
process
of
collecting
those
grades
worked,
if
there
were
grades
available
for
every
student,
if
there
was,
if
there
were
trends
to
they
weren't
available
for
this
might
be
useful
as
it's
such
a
new
element-
and
I
don't
know
if
they've
you
know
done
that
done-
that
analytical
work
across
the
district
at
this
time
and
then
also
for
non-bps
students
as
well.
P
Thank
you.
Yes,
I
support
the
the
one
year
and
then
the
the
longer
term
plan,
and
I
think,
even
in
the
longer
term,
we
can
include
all
four
subject
areas
in
the
sixth
grade.
Grading
one
caveat
I
would
say
is,
I
know
we're
saying
first,
two
terms,
but
some
bps
schools
are
on
trimesters
k.
Several
k-8s,
including
myself,
whereas
other
schools
are
on
quarters.
P
U
B
P
N
I
want
to
say
that
I
am
in
agreement
that
if
we
come
up
with
a
another
temporary
policy
for
this
coming
year
and
then
a
permanent
policy
suggestion
that
makes
sense
to
me,
I
would
also
like
to
say
understanding
where
ms
garrett's
concerns
are
with
regards
to
whether
or
not
we
are
advantaging
or
disadvantaging,
more
or
less
children.
N
By
considering
many
multiple
subjects,
I'm
wondering,
if
perhaps
maybe,
when
we
go,
which
is
the
permanent
solution,
we
look
at
overall
class
rank
coming
out
of
the
fifth
grade,
so
not
looking
at
subjects
not
looking
at
anything
other
than
where
they
rank
and
then
looking
at
math
and
ela
and
in
sixth
grade
to
accompany
the
class
rank
coming
going
into
middle
school
and
their
academic
achievement
in
those
two
subject
areas
or
for
subject
areas
I'm
open
to
either,
because
I
prefer
that,
but
for
the
sake
of
building
consensus,
this
might
be
another
permutation.
B
Mr
acevedo
and
then
miss
grass.
I
have
a
question
about
what
just
miss
alum
just
talked
about,
so
bear
with
me
for
a
minute.
Mr
acevedo.
R
Yes,
just
with
respect
to
miss
lim's
suggestion
now
I
I
want
to
make
sure
that
we're
we
are
talking
about
the
same
thing,
but
it's
just
a
a
choice
of
of
terms,
but
I
think
a
very
important
choice
of
terms.
I
don't
think
we're
advocating-
or
at
least
I
wouldn't
be
recommending
a
quote-
a
temporary
policy
for
fy
22
and
a
permanent
policy
for
23..
R
This
is
a
permanent
policy
that
is
so
we're.
Looking
at
a
multi-phased
permanent
policy,
we
have
an
initial
phase
for
2022
and
then
a
longer
term
phase
to
begin
in
fy
23,
but
we're
communicating
to
the
school
committee.
This
is
the
permanent
policy,
because
none
of
us
want
to
be
back
next
fall,
I'm
sure
to
create
another
permanent
policy.
We
don't
want
to
leave
that
door.
B
B
Ms
grasa,
how
do
you
compute
compute
class
rank
in
the
fifth
grade.
P
We
don't
rank
our
fifth
graders,
so
we
don't.
We
don't
do
it
at
all.
I
would
say
the
district
you
know
calculates
the
gpa
for
exam
schools,
but
we
don't,
at
the
school
level,
rank
our
kids.
B
So
I
guess
if,
if
I
may,
I've
heard
very
clearly
that
we
might
possibly
whether
it's
trimester
or
quarters
for
this
year
moving
forward.
B
B
V
Indeed,
it
is,
and
I've
been
listening
to
this
excellent
discussion,
so
I
I
I
do,
though,
agree
with
miss
lum
and.
V
Doc,
what
to
do
here-
and
I
might
rather
than
just
a
little
modification
mr
condom
process,
to
what
you
indicated-
I
might
suggest
that
this
year,
you
know,
as
was
stated,
we
do
the
the
the
four
the
four
subjects
for
sixth
grade
and
following
that
that
that
the
that
the
policy
would
be
that
we
include
the
fifth
gr,
perhaps
fifth,
grade
ela
in
math,
taking
into
consideration
the
inconsistencies
across
our
our
schools.
V
You
know
we're
using
the
district
as
a
proxy
here
only
because
we
don't
have
insight
into
other
schools,
but
we
know
enough
there
to
give
us
pause
so
using
fifth
grade
ela
and
math
and
sixth
grade
forced
the
four
subjects
as
another
possible
solution
here,
although
I
do
really
like
miss
lum's
suggestion
but
but
could
certainly,
but
can
certainly
understand
that
we
might
not
necessarily
want
to
encourage
the
ranking
of
fifth
graders,
so
fifth
grade
ela
and
math
sixth
grade
all
subjects
would
be
my
suggestion.
B
Okay,
how
much
of
this
should
we
also.
B
P
I
believe
the
district
is
working.
I
know
they
have
partnered
with
and
forgive
me
for
not
remembering
the
name.
I
know.
Monica
hogan
has
been
working
on
this
with
the
author
of
grading
for
equity,
and
I
cannot
remember
his
name
off
the
top
of
my
head,
but
they
are
started
launching
this
work
around
how
we
are
doing
our
work
around
grading
for
equity,
and
there
will
be
10
pilot
schools
next
year
chosen
to
begin
to
pilot
this
work
across
k
through
12
and
then,
ultimately,
I
would
hope
expand.
P
So
I
believe
I
don't
think
it's
our
job
to
task
and
name
how
people
grade,
because
we
don't
know
how
the
other
schools
grade,
but
I
think
just
knowing
that
we
want
a
name
that
we
would
want
to
make
sure
that
all
students
will
have
equitable
access
into
the
gpa.
There
shouldn't
be
a
discrepancy
on
how
they
have
access
into
that.
B
P
V
N
Thank
you.
I
just
wanna.
This
is
again
more
perhaps
more
a
clarification
question
than
anything
else.
I
know
by
strict
definition.
Teachers
are
not
ranking
students,
but
tiering
and
ranking
does
go
on
because
students
are
invited
to
awc
and
students
are
not
invited
to
awc,
and
that
happens
at
the
elementary
level.
So
clearly,
there
is
some
recognition
of
some
level
of
progress,
achievement,
etc.
That
is
going
on
at
very
early
ages.
So
I
just
want
to
throw
that
out
there
that
whatever
considerations
are
factored
into
that
determination
is,
is
impacting
the
fifth
grade
as
well.
N
So
there's
that
and
second,
I
also
want
to
say
we
haven't
gone
there
yet.
But
I
want
to
repeat
that
I'm
not
opposed
to
an
assessment
in
utilizing
an
assessment
and
if
assessments
are
only
ela
and
based,
that
will
also
help
provide
a
guide
post
in
terms
of
consistency
of
ell,
ela
and
math
achievement
and
and
the
words
escaping
me,
but
grasp
of
the
subject
matter
as
well,
and
it
can
by
combining
both
a
fifth
grade
gpa
lens,
as
well
as
an
mcas
lens,
I
think,
or
or
whatever
assessment
test
lens.
L
Chiming
in
briefly,
to
note
that
I
support
ms
sullivan's
proposal,
and
I
also
support
what
I
believe
you
were
just
suggesting,
mr
contemposis,
that
bps
change
the
manner
in
which
it
grades
fifth
graders,
at
least
at
this
point,
a
standards-based
rating
system
under
which
you
would
have
to
demonstrate
you're
performing
above
grade
level,
meaning
you
are
doing
things
you
haven't
even
been
taught
in
order
to
earn
the
highest
grade
possible,
makes
me
think
we
are
putting
our
bps
students
at
a
disadvantage
in
measuring
them
against
their
peers
and
if
anything,
our
job
is
to
make
that
process
as
barrier-free
as
possible
for
all
of
our
students.
B
R
W
B
Should
we
make
that
a
recommendation
of
this
task
force?
I
mean
you
can
think
about
that.
I
don't.
I
don't
necessarily
need
an
answer.
I
mean.
I
know
that
ms
grasser
has
suggested
that
there
is
someone
working
on
this
and
you
know
it
will.
It
will
hopefully
come
to
fruition,
but
you
know
I
I
do
share
your
your
concern.
B
Q
Thank
you.
I
want
to
also
echo
support
for
what
mr
krieger
just
said
about
moving
specifically
to
letter
grades
in
grade
five.
It
should
be
noted
that
some
bps
schools
already
use
letter
grade
in
grade
5,
which
already
creates
inequitable
practices.
Those
schools
tend
to
have
strong
acceptance
rates
stronger,
that's
a
generalization,
but
I
think
it's
factual.
Q
So
I
would
I
would
support
that
recommendation.
I
did
also
just
I
want
to
oh
then.
I
just
wanted
to
note
about
the
suggestion
of
ranking
within
schools
to
just
give
a
general
worry
that
I
have.
I
think
I've
talked
about
it
before
of
having
a
very
small
size
of
students
who
are
competing
with
one
another,
as
we've
seen
through.
Q
It
I
I
would,
especially
with
the
limited
time
left,
encourage
us
not
to
look
at
pools
that
are
even
smaller
than
the
small
zip
codes
of
this
year,
and
for
that
reason,
along
with
the
reason
of
concern
about
the
notion
of
ranking
within
schools,
which
makes
me
feel
like
that,
would
not
be
good
for
school
culture.
I
wouldn't.
Q
Ranking
at
the
elementary
school
level,
even
if
just
for
this
process
within
a
school,
I
do
support
a
rank
within
tiers
or
ranking
system
for
the
overall
admissions,
but
that's
hundreds,
thousands
of
students
and
not
seven
students
or
three
students
or
even
20..
So
I
just
wanted
to
mention
that
piece.
Y
Good
evening
everybody,
I
was
just
just
going
to
say
that
I
do
agree
with
ms
sullivan's
proposal,
but
I
would
add
an
assessment
to
it,
and
I
do
also
agree
with
mr
craiger's
recommendation
in
terms
of
the
grading
piece
just
want
to
put
that
out
there.
Thank.
R
R
I
also
believe,
mr
contemposis.
I
agree
with
strongly
that
we
should
recommend,
even
as
part
of
you
know,
the
recommended
policy
to
the
school
committee.
That
bps
does
shift
the
way
they
grade
in
fifth
grade
and
that
is
within
the
purview
of
our
charge.
R
B
Okay,
I'm
going
to
take
the
liberty
of
the
co-chair
here
and
see
if
we
can
reach
consensus
on
what
the
language
should
be
regarding
the
design
for
this
coming
year
regarding
the
gpa,
what
I've
heard
is
that
we
will
use
either
the
quarters
that
some
schools
use
or
the
first
trimester
that
others
use
for
this
coming
applicant
pool.
B
B
Revert
from
a
number
system
to
a
letter
system
in
grade
five
and
then
moving
forward,
we
will,
for
the
for
purposes
of
the
second
phase.
If
you
will
fifth
grade
will
be
english
language,
arts
and
math
and
sixth
grade
will
be
the
four
subjects
have
I
captured
all
of
that
correctly,
mr
acevedo,
I
think
you're
or
is
it
doctor
tom.
M
Just
to
mr
acevedo's
point
earlier:
maybe
we
should
word
it.
We
recommend
and
then
do
your
second
part
and
then
just
say
the
one
year
exception
due
to
it
is,
and
then
say
your
first
part
so
that
it
really
is
a
permanent
proposal.
B
Q
I
also
agree
and
wonder
if
we
need
to
be
very
clear
about
the
quarter
versus
trimester
for
the
quarters.
You
have
two
terms,
so
is
it
the
average
of
terms
one
and
two
or
the
singular
trimester
term?
I
think
we
just
need
to
be
clear
since
we're
comparing
two
different
systems
and
timelines.
I'd
love,
miss
grass's
opinion
on
that.
V
So
I
agree
with
that.
Can
I
just
just
real
quickly?
I
agree
with
that.
The
only
thing
I
will
flag
is
that
you
know
we
are
not
presenting
a
final
recommendation.
V
This
week
we
have
a
couple
of
weeks
at
at
the
very
least,
to
work
through
the
details
on
the
language
here,
so
I
might
suggest
that
perhaps,
if
there's
an,
I
did
join
late,
so
I
do
apologize
there,
I'm
I'm.
I
might
suggest
that
we
try
to
tackle
one
of
our
other
more
meaty
subjects,
decision
points
perhaps
and
be
able
to
come
to
some
consensus
on
something
else
tonight
and
we
can
kind
of
work
on
the
language
over
the
next,
probably
three
or
four
meetings.
P
B
P
B
Okay,
mr
krager
and
then
dr
tom.
L
I'm
a
quick
footnote
just
to
say
that
when
we
talk
about
a
permanent
plan,
it's
got
to
be
a
plan
that
is
limited
in
scope
at
time
and
scope
and
subject
to
periodic
review,
meaning
we
can
take
the
input
that
we
get
from
the
student
climate
surveys
that
we've
talked
about.
We
can
look
at
the
impact
of
the
admissions
policy
on
the
racial,
socioeconomic
and
neighborhood
diversity
of
our
schools.
We
can
ensure
that
rigor
is
being
met
and
then
use
those
things
to
help
us
decide
if
we
need
to
modify
the
plan.
L
M
I
didn't
know
which
other
meaty
subject
folks
wanted
to
tackle
next,
but
I
have
one
that
I
have
a
suggestion
for
the
groupings
that
I'm
thinking
might
be
non-controversial,
so
we
could
like
check
it
off,
but
if
folks
want
to
do
test
or
no
test,
I'm
I'm
good
with
that
too.
V
B
Yeah
my
intent,
ms
sullivan,
was
to
as
as
you
remember,
during
the
presentation
with
the
equity
roundtable,
we
sort
of
broke
it
down
into
eligibility
segmentation
and
seat
availability.
B
So
I
have
started
with
the
eligibility
requirement
we'll
get
to
what
dr
tong
wants
to
talk
about,
but
I
agree
I
think
we
ought
to
put
the
assessment
issue
on
the
table
right
now
and
listen
to
what
people
can
live
with
and
cannot
live
with,
and
that.
J
B
Probably
one
of
the
media's
topics
we
will
cover
so
who
would
like
to
begin.
I
talked
about
the
options
around
assessment,
suggesting
that
we
would
use
the
map
test
either
as
an
absolute
score
or
an
indicator
or
threshold.
B
Q
Thank
you,
I'm
jumping
in
because
I
apologize
in
advance.
I
have
on
an
event
virtual
event
at
school
that
I
cannot
miss
that
begins
in
a
few
minutes.
I
would
just
I
think
my
position
on
an
assessment.
I've
articulated
many
times.
Q
I
would
ask
the
question
that
I've
posed
a
couple
of
times,
which
is
that,
if,
if
not
an
assessment,
if
folks
could
identify
what
tool
they're
suggesting
that
would
create
some
general
indication
of
grade
level
work,
I
think
that
what
we've
heard
again
from
folks
close
to
schools
is
that
our
current
grading
certainly
reflects
students
efforts
and
certainly
is
an
important
and
meaningful
mark,
but
that
a
grade
of
any
type,
a
a
minus
b
b
plus
b,
is
not
necessarily
indicate
indicative
indicative
of
a
universal
program
aligned
to
standards.
Q
We,
as
a
working
group,
discussed
at
the
last
iteration
of
this,
that
there
was
going
to
be
some
verification
of
that
process
at
the
school
level
that
did
not
take
place
for
bps
schools,
so
I
would
just
ask
if
folks
are
positing
to
not
use
an
assessment.
I'd
I'd
just
love
to
hear
suggestions
of
what
is
indicating
that
a
student
is
approaching
near
or
at
grade
level
as
compared
to
state.
Q
B
Thank
you,
I
guess
the
to
me.
B
B
The
assessment
to
me
is
essential,
but
what's
essential
with
it
is
to
try
to
equalize
what
we've
discussed
in
the
past
as
gaming
for
students
in
the
bps
who
don't
have
access,
whether
it's
simple
communication
to
parents
or
whether
it's
giving
them
the
enrichment
kinds
of
experiences
in
the
areas
that.
B
So
my
own
position,
so
that
it
prompts
discussion
is
that
we
use
the
assessment
in
conjunction
with
the
gpa
as
we
discussed
it,
and
that
assessment
would
be
indicative
of
an
absolute
score.
B
That
then,
would
require
us
to
possibly
try
to
reach
some
consensus
a
on
whether
we
do
that
or
b
whether
we
assign
a
specific
rating
to
the
gpa
and
the
assessment
and
I'll
leave
it
at
that.
Ms
sullivan,
your
hands
up.
V
Thank
you
so
two
things
so
one
you
know
my.
I
I've
shared
with
the
task
force
previously
my
concerns
about
utilizing
assessments
in
this
way
based
on
the
research
not
based
on
how
I
feel
or
what
I
think,
but
based
on
the
research
that
has
been
done
in
this
space,
and
so
I
am
really
you
know.
It
causes
me
to
reflect
on
dr
shepherd's
presentation
to
us
a
few
weeks
ago.
Specifically
her
comments.
V
You
know
she
begins
from
a
position
of
you
know
really
looking
at
other
ways
to
assess
a
child's
readiness
to
learn
in
these
environments,
and
she
did
provide
some
factors
for
our
consideration.
I
would
encourage
everyone
to
review
her
presentation.
V
That
said,
she
then
transitioned
into.
I
think
it
actually
came.
Perhaps
during
our
q
a
session
with
her.
V
V
If
it
is
to
be
used
in
this
type
of
situation
should
is
best
used
as
a
validator
for
what
the
gpa
may
tell
us
now
that
all
assumes
at
the
base
level
that
the
goal
is
to
truly
identify
those
students
who
are
at
grade
level
and
not
to
use
the
assessment
as
a
tool
in
order
to
weed
students
out.
V
So
if
what
we're
trying
to
do
is
identify
those
students
who
are
at
grade
level
and
prepared
to
enter
these
learning
environments,
then
if
there
is
an
assessment,
I
would
be
inclined
to
suggest
that
the
gpa
is
the
leading
indicator,
and
then
the
assessment
is
used
as
a
tool
to
validate
what
the
gpa
is
telling
us
and
in
our
in
in
our
case,
can
also
serve
as
a
normalizer,
given
that
we
have
so
many
other,
so
many
different
types
of
school
sending
schools
involved
here.
So
that's
one.
V
There
is
absolutely
no
way
that
we
can
expect
students
who
have
had
over
a
year
nearly
a
year
of
interrupted
learning.
Multiple
learning
environments,
difficulty
accessing
learning
environments
to
show
up
in
the
fall
of
21,
sit
for
a
high
stakes
test
and
say:
good
luck!
You
can't
do
that.
That's
not
fair,
and
so
I
also
and
that
that
is
my
feeling,
but
I'll
go
right
to
the
data.
V
Once
again
when
nwea
presented
to
us,
they
shared
with
us
that
this
that
the
map
growth
has
not
been
used
for
this
type
of
in
this
in
this
way,
and
they
shared
that
it
is,
it
would
be
best
to
use
it
as
it
is
intended
as
a
growth
measure
and
so
in
the
in
the
best
interest.
V
R
There's
much
that
ms
sullivan
has
shared
that
I
I
agree
with.
First
of
all,
I
I've
come
to
the
conclusion
that
some
type
of
an
assessment
must
be
a
factor
in
in
determining
admission.
I
don't
see
way
around
it
to
use,
and
I
like
the
way,
ms
sullivan,
put
it
as
a
normalizer
in
a
field
with
so
just
so
many
distinct
schools,
I'm
trying
to
get
away
from
the
phrase
sending
school,
remembering
a
comment
of
miss
carrots
that
truly
in
the
sense,
these
are
not
sending
schools.
R
This
is
just
a
pool.
The
pool
of
schools,
I
think,
would
be
more
accurate,
the
pool
of
schools
from
which
our
students
come
from
I'm
in
I.
I
am
intrigued
by
the
idea
of
oh
and
also
my
recollection
of
miss
shepherd's,
dr
shepard's.
Pardon
me
dr
shepard's
presentation,
the
the
for
me.
R
The
flash
point
really
was
near
the
end
and
when,
when
we
when
we
asked
you
to
think
specifically
of
the
the
circumstances
and
the
multiplicity
of
of
this,
the
pool
of
schools
from
that
are
our
students
for
the
exam
schools
are
chosen
from
she.
She
simply
acknowledged.
You
have
a
dilemma,
so
I
I,
if
she
were
here
tonight,
she
would
probably
acknowledge
the
same
thing.
R
We're
using
her
as
authority
and
the
authority
is,
is
telling
us
well,
you
guys
are
in
a
bind,
I'm
glad,
I'm
not
you
so
so
we're
we're
in
the
same
place.
You
know
we
ain't
said
authority,
but
one
thing
she
did
say
is
that
the
best
possible
world-
and
she
even
had
a
a
slide
that
demonstrated
that
the
sweet
spot
would
be
a
combination
of
grades
and
an
assessment.
Now.
R
Having
said
that,
I
I
am
intrigued
by
the
idea
of
using
the
assess
the
nwea
as
an
indicator
of
growth,
and
if
this
could
be
a
perfect
world
where
we
can
make
that
happen
now,
mr
contemposis,
you
began
your
remarks
tonight
by
saying
that
there
were
some
sorts
of
that
there
were
practical
concerns
around
it,
and
I
I
I
I
want
to
understand
that
more.
R
R
But
if
there's
a
practical
way
that
we
could
introduce
the
nwea,
as
quote
a
normalizer,
I
like
that
term
and
b
as
an
indicator
of
of
of
growth,
that
all
of
our
students,
including
the
ones
outside
of
the
district,
can
appeal
to.
I.
I
think
that
that
would
be.
B
R
Mr
controversy,
I
I
realize
there
are
other
fans
that
just
I
I
was
just
well.
I
just
wondering,
with
respect
to
sullivan's
suggestion
of
the
growth
using
nwea's
growth
and
hearing
you
that
they're,
particularly
in
the
next
year
that
presents
you
know
that
that
that
presents
logistical
challenges.
I'm
wondering
if
there's
some
way
that
we
could
come
to
a
phased
solution,
not
unlike
what
we've
just
we're.
R
We
were
able
to
just
achieve
with
respect
to
the
use
of
middle
school
grades,
and
perhaps
the
first
phase
of
a
of
our
phase
permanent
policy
that
first
phase
would
include
would
include
you
name
it
some
way
to.
R
You
know
whether
it's
a
continuation
of
what
we've
been
doing
for
up
to
this
year
and
then
perhaps
for
school
year
2020.
What
will
it
be
school
year?
23
24
24
introduce
nwaa
phase
it
in
as
growth.
At
that
point,
you
know
agreeing
that
for
the
this
most
immediate
school
year,
it
would
pose
a
challenge,
but
phasing
it
in
for
future
years
would
be
my
suggestion.
B
Grade
level
to
enter
the
eligibility,
the
application
pool
so
well
I'll
leave
it
at
that
and
I've
lost
track.
I
think
dr
tom,
you
were
being
my
helpful
assistant
here.
Who's
next.
N
N
Maybe
this
is
overkill.
I
don't
know,
but
I
think
this
is
partly
my
trying
to
understand
how
a
growth
measurement
works.
If
I'm
not
mistaken,
growth
is
relative,
so
you
could
have
someone
performing
below
grade
level,
improve
and
have
a
good
growth
score,
but
still
perform
below
grade
level.
Correct.
B
M
So
all
research
evidence
confirms
that
tests
cement
the
reality
that
they're
winners
and
losers
meritocracy
entrenches
inequality.
I
don't
think
there
should
be
that
this
should
be
the
case
in
public
schools,
but
to
contribute
to
the
conversation.
If
what
we're
looking
for
is
readiness
to
perform
grade
level
work,
what
do
you
all.
I
M
B
L
Grieger,
I
I
get
it,
and
my
first
reaction
to
dr
tom's
proposal
is
that
I
like
it
right,
it's
it's,
you
know
it's
it's
already
there
I'm
yeah,
and
so
I'm
actually
going
to
sit
and
think
about
that.
Rather
than
make
the
comment,
I
was
going
to
make
please
okay.
P
I
just
I
want
to
just
provide
a
little
context
about
the
growth
and
the
window
and
space
in
between
which
you
have
to
do
it.
It's
my
understanding
that
we
can't
do
growth
from
like
the
end
of
fifth
grade
to
the
beginning
of
sixth
grade
we'd
have
to
do
growth
at
the
beginning
of
sixth
grade
and
then
at
the
middle
of
sixth
grade
or
at
the
end
of
sixth
grade,
so
just
to
name
that.
But
thinking
about
like
the
timing
and
how
that
works.
P
Also
just
to
highlight
that
people
have
highlighted
that
you
could
have
a
really
significant
growth
and
not
be
anywhere
near
grade
level.
P
V
So
I
actually
am
going
to
I'm
going
to
take
some
co-chair
privilege
here,
because
I
I
do
question
about
by
mistras.
They
know
a
few
comments
ago,
I'd
like
to
respond
to
about
kind
of
legit,
a
couple
of
and
with
respect
to
the
logistics.
V
Certainly
if
we
were
to
include
growth,
whether
that
is
the
indicator
that
is
used
as
part
of
the
process
alone,
or
it
is
a
scenario
where
you
know
it
it.
It's
it's
one
of
a
couple
of
options.
V
The
assessment
would
need
to
be
given
more
than
once,
and
it
would
need
to
be
given
more
than
once
to
all
students
or
made
available
to
all
students.
I
want
to
just
be
clear
that
I
was
never
suggesting
that
bps
students
would
have
the
opportunity
to
use
growth
and
other
students
wouldn't
and
so
similar
to
how
we
currently
create
opportunities
for
students
who
are
non-vps
students
to
take
the
assessment
to
take
or
how
we
were
how
we
did
create
opportunities
for
students
to
take
the
ic.
V
We
would
do
the
same
in
this
scenario,
so
that's
one.
It
would
be
available
to
all
students,
not
just
bps
students.
Second,
we
advance
bps
to
operationalize
it,
and
so
it
would
be
incumbent
upon
b
p
s
to
determine
the
dates
and
the
locations
for
these
disasters.
V
We
know
that,
yes,
students
typically
would
take
the
assessment
during
the
school
day.
Non-Bps
students
would
take
the
assessment
at
some
other
designated
time.
That
is,
that
is
operationalizing
the
plan
and
something
that
I
do
have
the
larger
question.
That
is
that
last
comment
that
ms
grossa
made
with
respect
to
timing
needed
to
assess.
Oh
before
I
get
there.
The
other
piece
I
would
state
is
that
I'm
if
we
were
to
use
growth,
I
am
not
suggesting
that
it
merely
be
the
demonstration
of
growth.
V
What
I
would
absolutely
be
suggest
is
that
there
be
an
indication
of
grade
level
performance,
I'm
not
just
suggesting
that
a
student
demonstrates.
You
know,
rapid
growth
between
you
know,
reading
at
a
kindergarten
level
and
then
reading
at
a
third
grade
level.
I
I
I
understand
from
the
school
leaders
their
their
concern
about
students
entering
the
schools
who
are
not
at
grade
level.
V
I
understand
that
is
a
significant
concern
for
them,
and
so
ensuring
that
that
growth
does
tell
us
is
able
to
tell
us
that
a
student
is
at
minimum
at
grade
level
is
is
critically
important.
I
understand
that
the
last
piece,
though,
to
ms
braz's
point
about
time,
timing
that
is
an
open
question
for
nwea
at
this
point.
V
If
we,
if
we
were
to
use
an
assessment
and
if
we
were
to
consider
growth,
how
much
time
would
be
needed
in
order,
for
example,
could
an
assessment
be
given
in
in
september
and
then
given
again
in
december?
Is
that
enough
time?
V
So
so
that
is
an
open
question,
and
I
would
certainly
want
to
receive
data
driven
analysis
on
that
particular
question.
If
we
were
to
move
in
this
direction,
the
last
piece
I
will
state-
and
I
I
hear
the
conversation-
I'm
not
opposed
to
a
phased
approach
if
we
are
to
use
an
assessment.
V
B
Well
I'll
respond
in
a
minute,
but
mr
acevedo,
your
hands
up,
nope.
J
B
I'm
sorry
for
a
an
applicant
pool
the
use
of
the
threshold,
which
would
not
count
toward
how
a
student
is
selected
in
terms
of
what
school
they
end
up
with
is
based
on
the
issue
that
the
vendor
can
give
us
a
threshold
which
is
the
equivalent
of
a
meets
or
exteeds
on
the
mcas
state
standards.
B
These
students
are
the
same
ones
who,
just
about
a
week
and
a
half
ago,
were
taking
mcas
they're
going
to
be
at
a
disadvantage
on
that
basis.
If
we
choose
to
use
that
score
this
year,
so
I
think
I
have
made
it
clear
that
my
position
is.
We
need
an
assessment,
but
I
do
think
I
have
moved
to
a
point
where
I
want
that
assessment.
B
This
past
fall
for
purposes
of
choosing
the
students
for
the
schools,
but
I
still
would
suggest,
without
the
assessment
and
moving
to
a
growth
factor
for
next
year
is
impractical.
It
just
cannot
be
done
effectively
efficiently
and
fairly
across
all
of
the
schools
in
the
district
miss
tongue,
dr
tong.
B
I
am
suggesting
that
the
same
problem
we
have
with
trying
to
implement
a
growth
assessment
is
similar
to
what
the
students
were
exposed
to
this
year
in
bps,
who
had
to
take
the
mcats,
maybe
over
time
when
we
looked
at
the
data
with
the
work
group,
the
results
on
the
mcas
for
grade
level
we're
not
very
good
across
the
board,
and
so
we
raised
the
same
issue.
Are
we
saying
to
the
students
in
the
parochials
and
the
charter
schools?
B
B
B
B
By
relaying
it
or
relating
it
to
the
meets
or
exceeds
on
the
mcas,
that's
all
I'm
saying.
V
O
V
M
Go
ahead,
dr
tong.
Thank
you.
I
just.
I
just
wanted
to
remind
everyone
that
we
have
a
lot
more
data
around
the
quality
of
the
mcas
for
our
students
than
we
do
on
the
map
growth,
and
we
have
lots
of
reasons
to
to
be
critical
of
the
map
growth,
especially
given
that
they
were
afforded
plenty
of
opportunity
to
address
our
questions
and
didn't.
L
Well,
I
I
think
I
I
share
dr
tong's
skepticism
of
the
map
growth.
I
and
I
also
recognize
the
the
practical
reality
that
as
yet,
the
state
does
not
allow
the
use
of
mcas
for
students
who
are
not
in
our
public
schools
and
being
assessed
in
our
public
schools,
meaning
our
traditional
public
schools
and
our
charter
schools.
L
I
I
think,
I'm
going
to
state
my
support
of
the
use
of
a
test
to
determine
grade
level
eligibility
for
for
a
pool
here.
My
thought
would
be:
let's
make
this
as
reasonable
as
possible
on
our
students
such
that
if
they
can,
or
they
have
demonstrated
that
on
mcas
because
they
have
to
take
mcas,
then
they
should
be
done
right.
Y
All
right,
thank
you,
I'm
really
quick.
I
try
to
be
always
always
try
to
be
straight
to
the
point.
The
growth
score
growth
scores
do
not
indicate
grade
level
work.
I
believe
that's
something
that
ms
grasa
stated
and
I
want
to
reiterate
it.
Y
You
know
you
can
have
a
high
growth
score,
but
not
be
on
grade
level
and
a
low
growth
growth
score
and
be
way
above
grade
level.
Therefore,
I
do
believe
that
an
assessment
is
needed
to
validate
grade
level.
Readiness
and
gpa's
alone
does
not
accomplish
this
goal.
That's
all
I
wanted
to
state.
Thank
you,
ms
gresham.
P
Yes,
I
I
I
agree
with
dr
freeman
wisdom,
and
I
would
also
just
add,
like
with
just
you
know,
mcas
we
we
could
not
validate
this
spring's
mcas.
I
want
to
name
that
kids
were
given
different
sessions
to
take.
We
don't
know
what
we're
going
to
get
reported
out
on
it.
P
So
I
personally
think
that
the
mcas
for
this
coming
year
is
not
even
something
we
can
consider
just
because
the
amount
of
families
who
just
opted
out
or
were
remote
and
did
couldn't
get
on
the
internet
or
couldn't
make
it
work
like
I
would
say
under
no
circumstance
can
we
use
the
springs,
mcas
scores,
so
just
to
name
that
for
people
I
also
just
want
to
name
the
concerning
nature
of
mcas.
Previously
with
there
was
a
huge
article
just
two
years
ago
about
the
racist
nature
of
a
reading
passage
and
questions
asked
of
students.
P
V
V
We
have
significant
research
that
suggests
that
high
stakes
assessments
used
in
this
assessments
used
in
this
way
in
high-stakes
way,
is
actually
supports
structural
racism,
and
so
if
racism
is
a
concern
for
this
body,
if
it
is,
you
know,
I
think
that
we
should
just
acknowledge
that
even
considering
at
this
point,
using
an
assessment
in
this
way
would
be
us
supporting,
albeit
in
a
perhaps
a
small
way,
a
structure,
a
a
process
that
again,
the
research
tells
us
supports
structural
racism
versus
yes,
we
are
all
aware
of
the
mcas
question
that
that
race
flags,
but
we
can't
be
selective
in
our
outrage
on
that.
M
Given
the
conversation
that
happened
between
my
proposal
before
and
now
how
about
this
for
a
minimum
eligibility
requirement,
we
could
use
gpa
or
mcas
proficiency
or
the
map
growth
test.
The
achievement
part
of
map
growth
so
the
one
time
and
we
have
the
linking
studies
that
show
mcas
and
map
growth-
are
aligned
and
kids
who
don't
go
to
public
schools,
could
figure
out
how
to
take
the
map,
growth
and
people
in
boston.
Schools
could
either
use
mcas
or
map
growth
or
gpa.
V
Okay,
so,
dr
tong,
I
appreciate
that
recommendation
and
it's
good
to
see
you
all,
rather
than
just
listening
to
your
voices.
V
B
Yes,
that
they
that
the
map
assessment
be
used
as
a
threshold
indicator
that
the
student
is
in
the
range
that
we
have
defined
as
be
or
better
or
meets
or
exceeds.
B
B
I
understand
the
readiness
of
the
applicant
pool
we
have
heard
over
and
over
again,
although
we
may
still
have
disagreement,
you
know
we
all
looked
at
the
mcas
scores
of
the
students
that
will
be
entering
this
year,
who
were
in
fourth
grade
when
they
took
the
mcats
and
those
scores
across
the
board
for
bps
students,
in
my
mind,
are
totally
unacceptable.
B
Now
ms
grasa
has
clearly
indicated
the
difficulty
this
year
with
the
assessments,
the
mcas
assessments
and
I'm
certain.
There
are
people
who
are
opposed
to
the
mcats
as
they
are
opposed
to
any
type
of
test,
and
I
appreciate
that-
and
you
know
they're
entitled
to
their
opinion,
but
where
I'm
going
with
this
is
we
need
an
assessment
that
will
determine
a
threshold
equivalent
to
to
be
a
better
grade
level.
V
V
B
V
V
V
B
Let
me
let
me
respond,
please.
I
have
indicated
that
then
I
would
ask:
how
do
you
determine
grade
level
readiness
for
handling
the
work
at
the
exam
schools?
If
you
do
not
have
a
threshold
equivalent
to
what
generally
we
agreed
to
a
year
ago,
was
b
or
better?
B
Any
you're
not
giving
them
any
assistance
in
being
able
to
do
the
work
there.
B
V
M
I
I
very
much
agree
with
ms
sullivan
that
well,
first
of
all,
we
know
that
there's
never
been
a
test
that
doesn't
show
group
mean
differences,
whatever
group
you're
talking
about,
and
so
when
you
set
a
cut
score
for
eligibility,
as
we
saw
with
dr
shepard's
scatter
plot
you're
you're
you're
not
going
for
what
we're
going
for,
which
is
greater
inclusion,
and
so,
of
course,
this
fall.
Who
are
the
students
that
have
most
suffered
from
the
pandemic
in
terms
of
learning
loss?
B
But
well,
listen.
We
can
continue
to
have
this
discussion
and
try
to
reach
a
conclusion.
We
ran
into
the
same
problem
last
year.
How
is
it
using
the
grade
when
we,
when
we
then
indicate
that
a
grade
point
average
to
be
included
has
to
be
bigger
better?
Why
aren't
there
the
same
issues
that
you're
raising
with
a
test
to
determine
the
readiness
of
the
pool.
R
Craiger,
may
I
say,
suggest
this
in
the
name
of
actually
in
the
name
of
not,
you
know,
losing
the
forest
for
the
tree
and
the
forest
for
me
is
every
year
beyond
fall
of
2021.
R
we
and
we
were
able
to
navigate
this
with
respect
to
what
we
were.
You
know
what
we
I
thought
we
came
up
with
an
elegant
solution
of
phasing
in
and
using
the
phasing
in
the
grade
revisions
for
the
following
year,
precisely
because
we
thought
it
was
impracticable,
we
agreed
that
it
was
impracticable
to
phase
them
in
this
year.
R
I
would
agree
I
mean
with
this.
I
do
agree.
Mr
compton
passes
that
this
year,
particularly
for
kids
in
the
district,
I
wish
I
wish
we
could
say
differently.
R
I
wish
I
could
say
that
the
kids,
that
the
kids
in
the
boston
public
school
system
had
the
same
opportunity
for
for
a
grade
level,
work
and
education
throughout
this
pandemic
that
their
private
school
or
even
charter
school
colleagues
did.
The
truth
is
that
they
didn't.
R
The
truth
is
that
the
playing
field
isn't
level
and
decidedly
against
bps
students.
What
I
might
suggest-
and
here
here's
a
radical
thought-
and
I
think
it
would
also
pass
constitutional
muster-
and
I
know
that
soon
will
be
referring
to
mr
craiger
who's
much
closer
to
his
law
degree
than
I
am,
but
I
we're
still
it's
still.
I
think
constitutionally.
R
R
R
You
know
this
was
what
we
did
for
the
fall
of
2020
was
as
a
consequence
of
the
pandemic,
so
extend
to
this
year
that
same
sort
of
thinking
for
fall
of
2021,
precisely
because
the
same
or
worse,
conditions
existed
for
students.
R
Now,
with
one
exception
and-
and
I'm
you
know
just
to
just
to
for
the
sake
of
for
the
sake
of
accuracy,
one
of
the
conditions
we
were
talking
about
in
the
summer
of
2020
is,
we
didn't
think
it
was
safe
for
students
literally
physically
safe
for
students
to
sit
in
the
heinz
convention
center
or
in
the
auditorium
of
you
know,
of
of
of
the
curly
and
take
an
assessment.
R
That's
that
that
condition
isn't
what
is
isn't
that
condition
isn't
on
the
table?
We
don't
believe
that
it's
a
you
know.
We
don't
believe
that
is
a
physical
barrel.
Now
at
least
science
isn't
telling
us
that
and
desi
isn't
telling
us
that,
but
the
academic
habit
is
much
more
pronounced
this
year
than
it
was
last
year.
R
The
the
academic
upheaval
is
worse
now
than
it
was
during
our
working
group
initiative,
so
it
may
be
easier
to
think
fall,
22
and
beyond,
and
then
come
back
and
think
what
is
fair
and
equitable,
calling
the
dice
what
they
are
and
the
dice
are
saying
this
was
apparently
this
was
the
hard
pandemic
year
for
boston,
public
schools
and,
and
we
need
to
you
know
we
need
to
take
that
into
account.
L
R
Mr
contemposis
and
ms
separating
literally
so,
let's
just
decide
if
we're
phasing
in
anyway.
Let's,
let's
think
in
terms
of
phases
and
let's
you
know,
let's
work
on
it,
may
be
easier
to
work
on
the
second
phase
first
and
then
come
back
and
decide.
Well
then,
what
would
be
fair
and
equitable
for
this
first
phase
coming
in
to
fall
of
2021
the
tree
rather
than
the
forest.
V
So
I
I
just
want
to
actually
want
to
react
to
that.
So,
mr
acevedo,
thank
you
for
that
thinking
and
I
agree
with
you,
so
I
appreciate
you
putting
that
into
the
space
matt.
L
Well,
it's
easy
now
yeah,
I
I
agree
with
sam
too,
but
but
let
me
say
two
other
things
when
we're
trying
to
make
sense
of
what
to
do
for
this
year,
and-
and
maybe
we
figure
this
out
later,
but
I
don't
think
this
was
ideal,
but
invitations
this
year
didn't
go
out
until
the
end
of
april.
L
Now,
that's
too
late,
especially
for
families
that
have
to
make
plans
about
this,
that
and
the
other
right,
but
I
I
think
it
at
the
very
least
leaves
open
the
possibility
that
if
there
is
an
exam
for
next
year,
it's
not
administered
until
2022
right.
Similarly,
I
think
you
know
we
could
re-examine
the
the
idea
from
dr
shepard
that
without
having
it
be
a
formal
letter
of
recommendation
from
a
teacher,
perhaps
a
teacher
could
have
a
sense
of
whether
a
student
is
ready
for
grade
level
work
for
one
year.
L
These
are
you
know
these
are
possibilities
that
perhaps
our
attention
is
best
placed
as
pastor
acevedo
said
on
the
next
year,
so
that
we
can
come
back
and
figure
out
this
one.
B
R
L
R
V
B
N
N
I
would
just
want
assurances
that
bias
and
any
potential
other
judgments
conscious
or
unconscious
being
made.
Are
you
know
how
do
we?
How
do
we
assure
that
that
is
not
coming
into
play
when
it
comes
to
teacher
recommendations
or
school
recommendations?
N
I
feel
like
if
you're
going
to
have,
if
you
already
have
that
bias
built
into
the
grading
system,
there's
no
way
you
can
ensure
that
a
qualitative
measure
would
be
free
of
such
bias
and
to
ms
sullivan's
earlier
point
about
tests
being
mired
in
structure
of
racism.
I
would
say
the
entire
education
system
has
been
built
on
that
premise
to
begin
with
and
we're
the
birthplace
of
public
education.
So,
let's
own
it
it
all
started
here.
N
You
know
boston
land
was
founded
a
year
before
harvard
this.
This
is
not.
N
This
400
plus
years
of
history
cannot
be
solved
by
this
task
force
and
we
have
cards
that
we
are
dealt
with
and
I
would
say
we
are
better
off
focusing
on
what
is
being
taught
in
school
or
what
is
not
being
taught
in
school
to
address
the
issues
as
opposed
to
trying
to
you
know,
and
and
hopefully
that
in
itself
of
itself
will
help
inform
testing
and
tests
to
be
more
comprehensive.
Because
I
think
a
test
in
and
of
itself
is
not
is
race
neutral.
N
N
But
if
there
is
a
way
to
create,
I
don't
know
some
some
level
playing
field
at
the
curriculum
level,
which
is
outside
of
the
purview
of
this
task
force.
I
think
that's
where
some
of
this
some
of
that
needs
to
be
addressed.
V
Y
So
they
did
go
by
gpa,
but
it
wasn't
all
of
the
gpas.
I
don't
believe
so
I'll
say
that
I
do
not
believe
were
they
were
not
qualified
in
terms
of
my
ones.
I
don't
want
to
say
the
word
use
the
work.
The
grades
were
not
verified.
Excuse
me,
so
they
were
not
so
the
grades
that
so
a
b
didn't
necessarily
mean
that
a
student
was
performing
at
grade
level
or
beyond.
I
V
V
Okay,
all
right,
so
that's
an
operational
I'm
trying
to
find
a
nice
word
to
say,
but
that
is
so
operationally
the
process
did
not
work
the
way
it
was
supposed
to
work.
Y
Correct
correct,
and
so
that
is
that
brings
the
question
like
how
do
we
verify
that
the
gpas
equal
grade
level
performance.
V
I
just
wanted
to
make
sure
that
I
understood
kind
of
where
the
issue
is,
and
it
sounds
like
it's
an
operational
issue
and
so
the
question
that
I
would
have-
and
this
is
whether
there's
an
assessment
or
whatever
we're
using
quite
frankly,
I
I
do
want
to
understand
what
the
the
process
will
be
for
bps
to
be
ready
to
implement.
V
Y
B
V
I
L
V
L
V
B
B
I
don't
know
how
you're
going
to
get
there
with
the
gpa
and
still
not
have
the
problems
that
we
all
struggled
with
last
year
around
using
the
gpa
alone
to
determine
not
only
readiness
but
the
rank
of
the
student.
And
so
let
me
offer
a
third
option
in
the
spirit
of
trying
to
reach
consensus,
because.
B
As
high
for
me
about
the
need
for
an
assessment,
I
want
to
make
that
clear,
and
so,
if
that's
not
the
case,
I
don't
know
where
we're
going
to
go
with
this.
But
let
me
offer
a
third
option
that
we
look
at
the
assessment,
as
I've
indicated
before,
to
determine
the
grade
level
readiness
of
the
students
all
of
the
students.
B
G
R
I
suggest-
and
this
is
just
going
back
to
my
comment
earlier-
I
guess
the
the
question
for
you,
mr
trump
bosses-
and
I
guess
I
I'm
just
gonna-
try
to
be
the
guy
to
stick
here
is
for
which
year.
So
I
strongly
suggest.
R
That
we
park
the
fall
of
2021,
it's
so
easy
to
think.
We
need
to
come
up
with
a
solution
for
the
fall
of
2021
because
it
is
june
of
2021..
I
suggest
the
easier
way
you
know
so.
Sometimes
the
shortest
distance
between
two
points
isn't
a
straight
line
and
I
think
the
easier
way
to
get
to
the
fall
of
2021
is
to
focus
on
the
fall
of
2022
and
then
come
back
to
the
fall
of
2021.
R
and
and-
and
I
don't
you
know-
gosh-
I'm
full
of
mixed
manta
force
we're
not
building
roman
today
or
boston
we'll.
You
know,
I
think
there'll
be
plenty
of
room
work
on
this
on
monday,
but
I
the
you,
you
ask
the
question:
what
about
this
plan
or
what
about
that
plan?
R
What
you
know
what
they
sound
great,
mr
c,
we'll
have
to
work
through
these,
but
I
I
strongly
suggest
urge
you
know
the
my
verbs
only
are
gonna
get
more
intense
from
that
point
on
that
we
ignore
how's
that
here's
another
verb
fall
of
2021
for
now
focus
on
the
fall
of
2022
and
then
come
back
to
the
harder
question
on
the
exam
which
is
the
fall
of
2021..
R
V
I
just
jump
in
one
second,
one
sec.
Let
me
just
let
me
just
call
out
kind
of
what
we're
going
to
do
here.
So,
mr
acevedo,
thank
you
for
your
comments.
I
am
going
to
go
to
dr
freeman
wisdom,
then,
to
miss
grasa
and
then
I'd
like
to
pause
the
conversation.
So
we
can
get
to
public
comment,
so
we
can.
Y
Right,
thank
you.
Thank
you.
I
promise
to
be
quick.
I
do.
I
want
to
say
first,
that
the
work
is
hard,
but
sometimes
you
have
to
you
got.
We
have
to
lean
into
the
hard
work
and
I
don't
want
to
do
what's
easy,
it's
just
because
it's
most
convenient,
that's
number
one
number
two
is
that
I
do
like
mr
craig's
suggestion
in
terms
of
his
suggestion.
In
terms
of
why
do
we
have
to
have
a
test
in
november?
Y
Y
To
give
more
time
for
students
to
to
quote
unquote
get
to
get
back
into
the
rhythm
of
things,
because
I
believe
that
when
you
have
learners,
we
may
have
gaps
in
times
in
terms
of
how
we
were
learning
in
the
context
in
which
we
were
learning.
But
I
think
that
that
that
the
innate
ability
and
the
skill
is
still
there-
it's
never.
I
don't
believe
that
it's
lost,
so
I'm
not
opposed
to
postponing
that
the
exam
until
later
in
the
school
year,
and
that
was
suggested.
Y
It
would
just
be
a
matter
of
how
quick
of
a
turnaround
we
can
get
the
results
of
those
assessments
so
that
families
can
make
an
informed
decision,
but
I'm
not
opposed
to
that.
Thank
you.
V
Thank
you,
dr
freeman
wisdom
and
ms
gross.
I
see
you
took
your
hand
down
and
I'm
assuming
that
so
we
could
go
to
public
comment.
Got
it
perfect.
So
then
let's
do
that
miss
parvx.
Can
we
invite
our
attendees.
A
We
have
17
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
raise
your
hand.
Waterline
also
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.
A
A
S
Hi,
my
name
is
sergey
and
I
am
a
sixth
grade
student
from
west
roxbury.
I
will
be
talking
about
the
flaws
in
using
only
gpa
determining
entry
into
the
bls.
If
only
gfpa
has
many
faults.
The
problem
with
gpa
is
that
humans
are
not
objective.
They
are
subjective,
so
there
may
be
bias.
There's
also
not
a
specific
criteria.
Every
teacher
must
follow
so
they
may
rate
things
differently,
and
some
teachers
are
harsher
than
others
in
many
schools.
You
also
have
to
do
group
projects.
S
The
problem
with
this
is
that
group
project
grading
can
be
inaccurate,
as
people
calmly
split
up
work
in
a
group
project,
especially
when
there
is
a
large
amount
of
work,
and
a
group
member
may
not
be
as
hard
working
and
put
less
effort
on
their
work,
and
the
only
way
to
have
your
just
save
your
grade
is
to
do
the
other
person's
work.
S
Another
reason
only
using
only
gpa,
isn't
fair
is
that
some
schools
may
use
different
systems
for
grading
other
than
bps
grading.
The
reason
this
is
a
problem
is
that
they
may
be
converted
wrong.
I
used
to
go
to
schools
in
the
town
of
melrose,
which
used
a
different
grading
system
and
when
they
converted
it
to
bps
grading,
it
was
converted
wrong.
On
my
fourth
grade,
I'm
cast
in
my
sixth
grade
map
testing.
I
was
among
the
top
ten
percent
yeah.
S
I
was
informed
that
I
was
at
the
bottom
twenty
percent
when
the
bottom
up
when
the
result
came,
which
didn't
make
sense.
Considering
my
past
scores
on
tests,
an
alternative
for
all
gpa
is
using
half
one
third
or
a
quarter
gpa
and
the
rest
being
another
or
more
factors
such
as
tests
in
order
seconds
left
some
more
factors,
the
easier
it
is
to
corroborate
and
figure
out
a
student's
skill.
We
should
not
use
gpa
as
the
only
factor
for
getting
into
the
bls
as
it
can
be
accurate
and
unfair.
Z
Z
Z
Second,
I
had
a
you
know
a
lot
of
conversations
trying
to
you
know
because
they
tried
to
confront
my
kid
right
so
who
was
really
frustrated
and
he
worked
so
hard.
He
couldn't
get
in
any
of
those
exam
schools,
but
he
asked
me
who's
on
the
task
force.
I
said
you
know.
Most
of
them
are
working
hard
for
fairness,
not
you
know
working
for
their
own
political
interests
or
interests.
He
said
daddy.
Z
Are
you
kidding
but
and
then
here
we
talk
a
lot
right
and
then
he
asked
me
why
some
of
those
task
force
members
resigned
due
to
scandals
right
and
then,
but
I
cannot
answer
all
these
questions.
I
just
ramble
randomly.
You
know
pick
up
some
of
you.
Maybe
you
can
help
me
answer
my
kids
question.
For
example,
mrs
salomon,
can
you
help
answer
all
these
questions?
Thank
you.
Z
A
AA
AA
The
push
to
diversify
boston,
exam
school
enrollment
is
a
vital
part
of
the
city-wide
movement
against
stressful
racism.
It
must
move
forward
so
that
future
classes
of
exam
school
students
more
closely
reflect
boston's
student
population
as
a
whole.
We
strongly
oppose
any
calls
to
disband
the
exam
school
admissions
task
force
and
urge
the
task
force
to
complete
its
work
and
make
its
recommendation
to
the
school
committee
by
the
end
of
june,
so
that
the
committee
can
take
action
and
the
new
admissions
process
can
get
underway.
AA
The
admissions
process
used
this
year
resulted
in
significant
improvement
in
the
geographic,
socio-economic,
racial
and
language
diversity
of
students
in
the
three
schools.
The
a
minus
average
gpa
for
this
year's
accepted
students
proves
that
boston
can
have
an
admissions
process
that
is
more
equitable
while
maintaining
high
academic
standards.
But
it
was
a
one-year
measure.
This
task
force
was
charged
with
devising
a
long-term
way
to
increase
diversity
of
the
schools,
while
maintaining
rigor
task
force.
AA
Proposals
for
change
are
threatening
to
many
white
families
with
privilege
and
resources
who
have
benefited
from
past
admissions
policies,
policies
that
unfairly
discriminated
against
and
harmed
black
and
brown
students.
If
city
leaders
are
to
make
good
on
their
repeated
pledges
to
make
boston
an
anti-racist
city,
this
year's
progress
must
be
preserved,
improved
upon
and
made
permanent.
We
thank
the
task
force
for
its
work
and
look
forward
to
hearing
your
recommendations.
AA
A
Next
speaker
is
james
noonan
and
please
slow
down
a
little
bit
when
you
speak.
I
know
it's
hard
because
you're,
you
have
only
two
minutes,
but
our
interpreters
are
working
hard.
Thank
you,
james
noonan.
Okay,
thank
you.
W
W
W
The
task
force
is
in
a
unique
position:
you're
designing
a
policy
that
can
acknowledge
and
begin
to
unwind
the
vast
educational
inequalities
in
the
city,
which
will
require
getting
the
criteria
and
the
measures
right,
which
is
difficult,
but
I
think
we
know
enough
not
to
go
backwards
and
quickly
in
terms
of
the
fall
2122
question.
I
think
I'd
like
to
suggest
carrying
over
the
temporary
policy
in
full
for
another
year
with
a
push
to
verify
grades.
W
This
continuity
acknowledges
the
challenges
of
having
it
for
a
test
and
then
ensures
that
next
year's
class
isn't
seen
as
a
less
rigorous
anomaly.
Thank
you
very
much.
A
X
Can
good
evening
one
I
want
to
thank
all
members
of
the
task
force
and
can
confess
that
I've
tried
to
follow
these
proceedings
and
it's
and
recognize
the
difficulty
of
the
issues
I
live
in
jamaica
plain,
my
three
children
attended
bps
k-12,
my
daughters
entered
latin
school
from
the
mlk
middle
school.
Now
the
king
k-8,
my
son
from
the
mission
hill
school,
my
middle
daughter,
was
in
the
last
bls
class
to
be
invited
based
on
rank,
ordered
ise
scores,
student
choice
and
the
district's
racial
fairness
guidelines
prior
to
the
court
ruling.
X
In
the
mclaughlin
case
and
in
graduating
she
described
her
graduating
class
of
2002
as
follows.
For
centuries,
boston,
latin
was
a
school
for
young
men,
but
the
class
of
2002
has
been
defined
by
energetic
women
leaders.
A
woman
editor
of
the
argo
four
women
editors
in
chief
of
the
register,
all
female
class
committee,
of
which
seven
of
the
eleven
elected
representatives
are
african-american.
X
Women
we've
emerged
with
have
immigrated
to
this
country
from
all
over
the
world
we
come
from
and
she
said
called
out:
dorchester
matapan,
roxbury,
jamaica,
plain
hyde
park,
reedville,
west
roxbury,
roslindale
back
bay,
fenway,
the
south
end,
chinatown,
alston,
brighton,
south
boston,
east
boston,
etc.
X
The
ferris
proposal
under
consideration
seems
to
be
a
weighted
lottery
system
of
qualified
applicants,
with
b
or
higher
gpa
for
sixth
grade
coursework
next
fall
and
fifth
and
sixth
grade
coursework
for
future
years,
providing
the
applicants
for
available
seventh
grade
seats
into
eight
tiers
or
pools
of
students.
X
I
will
send
in
my
testimony,
but
I
do
have
a
questions
about
how
you
plan
to
use
some
of
this
information
that
you're
talking
about.
So
thank
you
and
I'm
sorry.
We're
short
on
time.
A
Next
speaker
is
jess
marin
foco.
I
don't
think
she
had
to
be
amy
gucciffsky.
A
A
AB
Thank
you,
hello,
I'm
sharon
hinson,
I'm
a
parent
educator,
community
activist
hyde
park
resident
and
president
of
black
teachers
matter
incorporated.
Thank
you.
Exam
school
task
force
what
you've
done
and
continue
to
do
in
your
work
towards
equality,
education
and
equity
in
the
admissions
process
at
the
three
exam
schools.
Earlier
today
I
heard
mr
contemposis
and
ms
sullivan
summarize
the
task
put
before
them.
First
as
a
working
group
and
now
as
a
task
force,
I
appreciate
their
efforts
and
have
the
experiential
knowledge
and
institutional
memory
to
understand
what
a
huge
undertaking
this
task
actually
is.
AB
All
parents
want
the
best
education
and
opportunities
for
their
children.
All
students
want
to
succeed
in
school
and
life.
All
schools
should
have
what
the
exam
schools,
private
schools
and
charter
schools
offer,
but
even
after
brown
versus
board
of
education
judge
arthur
garrity
metco
and
countless
superintendents
school
committees,
elected
officials
in
lawsuits.
Here
we
are
again
and
we
don't
get
a
do-over
with
our
kids.
AB
The
parents
who
start
stated
in
boston
school
committee
meetings
that
they
feel
if
the
exam
schools
allow
other
zip
codes
into
the
admission
process,
will
lower
academic
standards
and
rigors.
Shame
on
you,
the
elitism
of
exam
schools
should
be
abolished
altogether.
I
believe
to
those
parents,
students,
teachers
advocates
coalitions
and
elected
officials
who
are
standing
together
towards
a
quality
education
in
every
school,
keep
standing.
We
shall
overcome,
because
the
people
united
will
never
be
defeated.
Thank
you
for
continuing
to
be
a
part
of
the
solution
and
not
part
of
the
problem.
AB
A
AC
Good
evening,
can
you
guys
hear
me.
AC
Good
evening,
everyone
I'd
like
to
introduce
myself.
My
name
is
domingos
de
rosa,
I'm
an
activist
here
in
boston.
I
live
in
hyde
park.
I'd
like
to
thank
everyone
for
the
ongoing
effort
on
working
on
this
issue.
This
issue
has
gone
for
a
long
time
as
a
bps
grad
class
of
96
madison
park.
These
are
this
was
an
ongoing
conversation
I
and,
and
several
classmates
have
always
had
for
years
on
end
one.
We
we
actually
never
knew
about
the
exam
schools
which,
for
me,
was
always
an
issue
to
come,
find
out.
AC
You
know
in
my
junior
year
of
high
school
that
I
had
other
options
besides,
the
one
that
were
given
to
me
to
remove
this
exam
process
will
help
shorten
the
achievement
gap
here
in
boston.
A
lot
of
the
suggestions
made
tonight
and
over
the
several
months
are
great
suggestions.
A
lot
of
the
suggestions
are
the
solutions
to
the
issue,
but
what
we
fail
to
do
is
interact
with
the
youngest
folks
who
are
going
to
be
affected,
the
ones
who
are
going
to
be
on
the
students
at
bla
in
the
near
future.
AC
If
we
continue
to
have
these
conversations
and
do
not
include
the
individuals
who
are
actually
going
to
sit
down
and
take
these
exams
or
have
to
produce
the
gpas
to
be
able
to
be
a
part
of
the
conversation
within
bla
and
latin
academy
and
o'brien
we're
not
really
going
to
get
to
the
to
the
end
result,
we
need
to
be
able
to
make
this
more
transparent,
owning
a
student,
not
only
with
elected
officials,
the
school
committee,
the
the
mayor
and
individuals
like
myself,
who
have
interest
in
this
great
issue,
but
to
make
sure
that
the
students,
the
students
that
we
are
speaking
of
to
be
a
part
of
this.
AC
You
know
eight
percent,
blacks
students,
attend
bla
and
that
shouldn't
be
three
percent
of
white
students
attend
madison
park.
That
shouldn't
be.
We
also
can
add
madison
park
to
this
conversation.
As
you
know,
it's
another
school
that
should
be
a
part
of
the
exam
schools
to
make
sure
that
everyone
has
an
opportunity.
U
U
My
husband
and
I
came
to
us
16
years
ago
to
pursue
our
dreams
with
strong
beliefs
in
three
core
american
values,
which
are
independents,
hard
work
and
equality.
So,
through
years
of
unthinkable,
hard
work,
we
succeeded
and
have
been
making
significant
contributions
to
improve
patients
lives
similar
to
most
first
generation
asian
american
immigrants.
U
We
do
not
inherit
any
legacies
from
our
families
and
therefore
has
no
privileges
to
preserve.
We
achieve
everything
we
have
today
by
overcoming
countless
obstacles
and
challenges
culturally,
intellectually
and
financially,
and
we
also
teach
our
kids
to
follow
exactly
the
same
wealth
that
help
us
succeed.
U
Some
people
said
asian-american
kids
excel,
because
their
affluent
middle
class
families
can
afford
expensive
education
enrichment
opportunities.
That
statement
is
one-sided
and
overlooked.
What
are
really
behind?
Did
they
see
our
asian
parents
more
than
100
of
dedication
and
devotion
behind
this,
regardless
if
they
are
blue,
colors
or
white
colors?
U
In
addition
to
the
time
spent
on
closely
monitoring
kids
homework
and
progress
at
school,
we
are
responsible
and
dedicated
parents,
not
the
parents,
trying
to
game
the
system
we
are
devoted
because
we
respect
the
rule
of
playing
the
fair
game.
This
should
not
become
the
excuses
we
asian
americans
are
being
excluded
from
the
opportunities
we
should
have
earned.
How
can
you
call
an
admission
policy
equitable
and
raise
neutral
when
70
of
chinatown
students
and
50
percent
of
asian.
AD
Hello,
can
you
hear
me?
Yes,
we
can
hear
you
okay
good
evening.
My
name
is
rachel
meislemann.
I
am
an
alumna
of
boston,
latin
school.
In
the
previous
testimonies,
I
have
expressed
concern
over
the
one-year
admission
policy
for
the
exam
schools
tonight.
However,
I
want
to
articulate
my
concerns
over
the
raison
d'etre
of
the
exam
school's
admissions
task
force
itself.
AD
AD
Equally,
there
appears
to
be
little
or
no
recognition
of
the
difficulties
that
can
arise
from
language
barriers.
There
was
an
increase
in
the
emissions
of
ela
learners
from
levels.
Three
and
four,
the
students
of
which
have
not
always
attained
fluency
in
the
english
language,
yet
there
does
not
appear
to
be
any
supports
in
place
for
these
students.
AD
I
also
want
to
make
abundantly
clear
that,
in
admission
to
one
of
the
exam,
schools
represents
a
culmination
of
hard
work.
It
is
evidence
of
a
solid
acquisition
of
a
certain
set
of
skills,
so
any
diversity
cannot
possibly
be
achieved
from
the
top
down.
Hence
the
feeder
schools
must
be
fixed.
Where
is
the
task
force
on
this?
AD
AE
AE
If
these
are
exam
schools,
then
the
question
is:
how
can
we
make
any
an
exam
work
more
equitably
for
us?
That
is
not
the
question.
These
are
elite,
selective
admissions,
public
schools
and
the
question
is
what
changes
regarding
access
to
these
schools
can
create
more
equity
across
the
entire
boston
public
schools.
AE
AE
No
waves
that
extend
every
corner
of
the
system,
whether
or
not
my
neighbor's
child
is
going
to
get
into
bls
is
of
course
part
of
the
story,
but
the
story
is
so
much
more
complicated
than
that,
and
so
it
is
that
you
work
with
the
eyes
of
the
entire
city
on
you.
I
ask
that
you
turn
old
and
new
pressures
into
an
even
stronger
motivation
to
finish
the
job
that
you've
begun.
So.
A
T
Okay,
sorry
hi
thanks
for
the
opportunity
to
testify,
and
thanks
so
much
for
all
of
your
hard
work.
I
thought
I
had
a
sense,
but
listening
to
the
work
that
was
going
on
this
evening
really
gave
me
an
even
greater
appreciation
for
the
task
that
you
all
are
undertaking
on
behalf
of
greater
equity
in
boston,
public
schools,
which
is
super
important
to
me.
As
a
parent
who's.
Just
entering
the
school
system,
I
didn't
grow
up
in
boston.
T
My
kids
are
in
first
and
k1,
and
it's
really
disturbing
to
me
to
mr
murray's
point
just
now
how
much
focus
is
placed
on
these
exam
schools
and
it's
really
painful
to
see
parents
asian
black
latinx
white,
like
fighting
with
each
other
over
scraps
right,
like
all
bps
kids,
should
have
access
to
top
quality
high
schools,
and
for
that
reason
in
part,
I
really
want
to
urge
that
you
make
the
bar
as
low
as
possible
to
ensure
that
students
admitted
to
the
exam
schools
are
able
to
do
the
work
and
excel
there
and
then
make
it
a
lottery,
because
I
think
that
is
what
will
generate
the
political
will
to
really
address
inequities
throughout
the
system,
including,
but
not
limited
to
the
exam
schools.
T
Finally,
I
want
to
push
back
on
the
idea
of
an
assessment
as
some
kind
of
objective
measure,
because
my
personal
experience
as
someone
who
was
a
good
test
taker
in
school,
but
who
also
knew
people
who
you
know
we
all
know
like
there's
private
tutors
and
all
these
services.
So
a
test
is
not
an
objective
measure
and,
finally,
to
agree
with
mr
acevedo
that
if
it's
at
all
possible
to
come
to
a
consensus,
please
do
I
mean
you
all
know
it's
getting
really
ugly
out
here
in
terms
of
the
community
response.
T
A
V
Thank
you,
miss
parvex,
mr
contemposis.
Are
we
prepared
to
entertain
a
motion
to
adjourn.
B
B
Z
V
B
All
right,
thank
you
all
for
hanging
in
this
is
not
easy.
We'll
keep
we'll
keep
pushing.