►
From YouTube: Exam School Admissions Task Force Meeting 5-25-21
Description
Exam School Admissions Task Force Meeting 5-25-21
C
B
B
After
I
finish
introducing
the
interpreters,
we
will
activate
the
interpretation
icon
at
the
bottom
of
the
screen:
click
the
icon
to
select
your
language
preference.
Our
spanish
interpreter
this
evening
is
juan
bernal.
Will
you
please
invite
our
spanish-speaking
audience
to
switch
their
zoom
channel
in
spanish.
D
Certainly,
mr
content
passes
good
evening.
Everyone.
Thank
you
for
being
here.
Distinguished
members,
my
name
is
juan
bernal.
I
am
one
of
the
only
ashley,
simultaneous
interpreter
assigned
for
spanish,
for
this
particular
meeting
and
we'll
be
interpreting
everything
is
being
said
from
english
into
spanish
simultaneously.
B
B
C
B
B
G
H
B
J
Hi,
are
you
called
fatima
or
somebody
else
for
someone.
B
B
K
L
B
C
B
Yes,
thank
you.
Thank
you.
The
minutes
are
approved.
Item
number.
Four
is
the
review
of
data
and
simulations
requested.
We
might
just
want
to
take
a
moment
to
see
if
there
are
any
outstanding
requests
that
have
not
yet
been
reviewed
or
brought
forward
that
are
not
in
the
pipeline
as
well.
N
I
think
we
are
all
up
to
date
at
this
point,
however,
we
know
that
there
will
be
some
more
more
requests,
I'm
sure
after
tonight,
but
I
think
we
are
up
to
date,
good.
B
B
I
did
take
the
liberty
of
following
ms
sullivan's
request
and
wrote
these
on
saturday
submitted
them
to
ms
parvax,
and
I
believe
all
of
you
have
my
suggestions
as
starting
points
for
the
conversation.
B
My
assumption
is
that
not
everyone
is
going
to
agree
with
this.
Some
of
you
may
have
better
recommendations,
but
this
is
a
starting
point
and
the
floor
is
open.
N
And
I
think
there
were
some
additional,
so
in
addition
to
mr
contemposis's
recommendations,
I
know
that
I
believe
simon
mr
chernow
had
some
recommendations.
We
didn't
receive
those
in
writing
just
yet,
and
I
believe
there
were
miss
lum
also
had
some
suggestions
for
criteria
so
just
want
to
put
that
out
there
for
folks
as
we
get
started.
O
I'm
sorry
I
was
unable
to
attend
on
friday,
but
I
do
have
some
thoughts.
Mr
condeposis,
is
it
okay?
If
I
comment
on
your
your
your
ideas,
sure
I.
B
I
was
wondering
if
it
yes,
absolutely
that's
the
purpose
of
my
putting
them
in
writing,
but
before
we
do
that
islam,
do
you
want
to
reiterate
what
some
of
your
suggestions
might
have
been
for
purposes
of
discussion
again.
K
Yes,
I
had
suggested
that
we
look
at
other
great
grades
for
other
than
just
math
and
ela,
and
I
think
I
had
mentioned
some
suggestions
about
using
geocodes,
rather
reviewing
the
impact
of
using
geocodes,
as
opposed
to
zip
codes,
as
we
think
about
socioeconomic
qualifications,
and
I
do
have
a
new
question
and
this
may
need
to
wait
until
the
monikas
are
online.
B
P
B
Good
question
to
ask
them:
I
think
they
can.
I
think
that
miss
hogan
has
one
possibly
two
slides
that
she
has
indicated
that
she
wants
to
share
with
us
when
they
come
on
board,
but
certainly
the
floor
is
open
to
other
suggestions
comments.
O
Thank
you
I
did
want
to.
I
really
appreciated
your
bullet,
mr
contemposis,
about
the
fifth
grade
grading.
I
think
that
this
continues
to
be
an
issue,
because
the
boston
public
schools
grades
on
numbers,
one
two,
three
four,
while
the
six
it
does
not
grade
that
way.
O
In
sixth
grade
and
sixth
grade
it
grades
on
a
letter
grade
a
b,
you
know
a
plus
a
a
minus,
and
that
is
how
most
other
schools
grade,
and
so
I
think
in
having
the
number
grades
that
we
do
that's
based
on
meeting
the
standards
it.
O
It
disproportionately
impacts
our
students
and
their
ability
to
receive
an
appropriate
when
they
do
the
gpas
it
it
can
mess
with
the
gpas.
Based
on
that,
because
a
student
in
bps
who
gets
a
three
may
3
means
meeting
the
standard,
you
could
have
a
an
a
in
the
class,
meaning
you're
able
to
do
all
the
things
that
were
taught
to
you,
you're
meeting
the
standard
and
you
could
have
an
a
but
you're,
not
getting
the
same
amount
of
points
as
an
a.
O
Whereas,
like
a
four
in
the
boston,
public
schools
is
exceeding
the
standard,
it
would
be
someone
who
is
like
able
to
do
the
work
prior
to
even
teaching
them
how
to
do
it,
and
so
that
is
just
a
real
concern.
I
have
around
the
grading
and
that
we
do
need
to
level
the
playing
field
there
around
grading
for
our
students
and
that's
something
I
just
wanted
to
second
and
elevate.
B
B
O
I
just
add
one
more
thing.
Sorry,
mr
condepolis,
I
think
the
other
thing
is
it
would.
It
would
have
a
ripple
effect
of
changing
report
cards
in
the
boston
public
schools.
We
would
have
to
fully
change
a
system
which
I
think
sounds
really
easy
to
this
committee,
but
as
someone
who's
leading
a
school
in
it
there
there
would
be.
O
You
know
some
other
people
involved
to
have
to
feel
you
know
be
a
part
of
this
conversation
and
certainly
a
bigger
conversation
around
grading,
and
I
know
that
boston
is
working
around
thinking
about
working
with
the
author
of
grading
for
equity.
So
I
think
that
this
is
part
of
a
bigger
conversation,
but
certainly
something
I
would
recommend.
Q
And
on
that
point
I
would
note
that,
because
we're
talking
about
an
exam
school
admissions
process
that
would
go
into
effect
next
school
year
right
that
the
students
who
are
currently
in
fifth
grade,
who
would
be
graded
under
that
system.
Right
are
probably
you
know,
going
to
have
grades
that
are
based
on
standards
rather
than
letters
for
this
first
year
of
implementation,
and
we
need
to
be
smart
about
what
that
means.
For
you
know
next
year
and
for
the
long
term.
B
I
just
want
to
remind
those
of
you
that
may
have
heard
this
before
it
isn't
the
first
time
that
we've
brought
this
to
the
powers-to-be,
reflecting
our
best
thinking
around
this.
So
any
other
comments,
questions
concerns,
opinions,
miscarriages.
M
Thank
you
both.
I
think
mr
kreger's
point
is
important,
that
the
fifth
grade
is
pretty
determined
at
this
point.
So
just
the
awareness
that
I
agree
that
I
I
think
letter
grades
would
be
more
useful
at
the
fifth
grade,
but
there
would
be
a
delay
to
that
process
that
we
wouldn't
be
able
to
do
for
this
year,
but
I
don't
think
it
should
preclude
us
from
thinking
about
it.
I
also
I'm
just
responding
to
miss
lum's
interest
in
modeling.
M
So
just
wanted
to
flag
that
we
may
have
two
different
cohorts
to
have
to
look
at
from
a
modeling
perspective,
since
we
don't
have
the
full
full
data
of
potential
criteria
that
we
may
use-
and
I
just
didn't
know
from
a
process
perspective
just
feeling
a
little
anxious
about
june
9th.
M
If
I
wondered
might
it
might
be
helpful
to
maybe
talk
about
the
chicago
model
as
the
kind
of
one
of
the
big
foundations
of
what
mr
c
kind
of
described
in
his
proposal
and
if
there
are
specific
elements
about
it,
based
on
what
miss
hogan
presented?
M
That
might
be
a
concern
or
something
that
we
may
not
think
works
in
the
boston
context
that
maybe
that
might
be
a
way
to
move
us
forward,
and
I
only
suggest
it
because
I
I'm
still
thinking
about
mr
acevedo's
suggestion
that
working
from
a
district
model-
that's
already
been
kind
of
structured
and
vetted
might
be,
might
be
a
way
to
go.
So
I
didn't
know
what
the
committee
might
think
about
that.
Q
B
Q
M
Yes-
and
I
do
also
like
the
chicago
model,
but
had
to
assume
that
since
it
had
been
in
place
that
someone
had
probably
raised
it
in
court
before
so,
thank
you
for
that.
Mr
gregor.
K
Thank
you
regarding
the
assignment
of
20
towards
top
scoring
applicants.
I'd
be
interested
in
seeing
if
there's,
if
there's
an
impact,
if
we
did
the
top
20,
either
by
school
or
top
20
percent
by
geocode,
so
that
you're
within
your
sector,
in
your
neighborhood
or,
however,
you
categorize
the
geographic
parameters,
but
that
the
competition
remains
with
your
peers.
So
to
speak.
N
So
I
just
want
to
make
sure
that
I
understand
so
you're
talking
about
so
and
rather
than
have
the
20
be
city-wide
as
it
was
this
year,
you're
talking
about
making
those.
I'm
sorry,
can
you
repeat:
do
you.
K
And
I
do
like
ms
garrett's
suggestion
that
we
look
at
the
historic,
traditional
cohort
versus
the
cohort
created
by
the
temporary
pool.
K
I
would
suggest
a
lottery
for
that.
Eighty
percent-
okay,
but
that's
just
a
suggestion:
okay,.
O
O
B
It
was
to
offset
what
may
well
be
the
trying
to
figure
out
how
to
say
this:
the
lack
of
consistency
in
instruction
across
the
district,
particularly
in
k-6,
but
one
could
also
suggest
even
beyond
that.
It
was
to
address.
B
N
I
it's
so
if
I
can
just
add
to
that
point,
I
think
with
the
the
the
10.
I
think
it
was
10
points.
It
also,
I
believe,
spoke
to
because
it
was
based
on
wasn't
it
based
on
poverty,
social.
N
Right,
it
was
a
social
socioeconomic
piece
here
and
so
for
schools
that
verified
poverty
level
is
50
or
above
so
I
also
think
that
gets
to
you
know
one
of
the
kind
of
diversity
indicators
that
we,
you
know
really
prioritized
or
tried
to
prioritize
last
go
around,
and
that
was
socioeconomic,
and
so
by
looking
at
schools
where
there's
a
higher
concentration
of
poverty,
at
least
it.
N
You
know
this
was
mr
contemposis
recommendation,
but
as
I
processed
it
personally,
this
could
also
be
helpful
in
addressing
the
socioeconomic
diversity
factor
as
well.
O
O
B
And
by
the
way,
there's
nothing
sacrosanct
about
the
tim,
but,
as
ms
sullivan
has
suggested,
I
worry
about
the
fact
that
we
have
had
concern
raised
around
zip
codes
and
and
particularly
within
the
zip
code.
We've
heard.
We've
talked
about
that,
but
I'm
also
concerned-
and
I
this
is
by
no
means
muslim
to
to
digress.
But
the
geocodes
when
we
looked
at
them,
appear
extremely
cumbersome
to
try
to
come
up
with
some
sort
of
system
that
not
only
would
work
but
also
is
transparent
to
the
people
who
would
be
engaged
in
it.
B
That
doesn't
mean
we
shouldn't
look
at
it,
but
I'm
trying
to
create
a
balance
across
the
board
in
all
of
these
things
that
hopefully
addresses
and
continues
to
sustain
the
impact
of
the
the
challenge
to
the
the
charge
to
the
task
force.
K
Thank
you
and
justin.
You
know
just
following
on
that
train
of
thought.
Mr
contemposis,
I
think
trying
to
find
criteria
that
is
not
bps
only
or
charter.
Only
or
private
only
is
really
important
so
to
the
to
to
play
off
of
the
the
verified
poverty
level.
If
we
were
to
try
to
find
something
as
equivalent
as
possible
in
the
private
school
world,
would
we
be
perhaps
looking
for
those
on
financial
aid
or
who
have
demonstrated
financial
aid
by
need
or
something
along
those
lines
to
give
them
the
same
boost
10
point
boost.
B
I
thought
what
you
were
going
to
ask
is
that
if
there
are
schools
in
the
private
or
parochial
arena
that
also
could
demonstrate
or
fall
within
the
guidelines,
would
they
also
benefit
from
this?
My
answer
is
yes,
as
long
as
they
could
verify,
somehow
that
that
was.
That
is
the
case.
B
B
N
And
I
agree
with
that:
I
think
it
it
actually
this
as
I
read
it,
there's
no,
it's
not
exclusive
to
bps
it's
any
school
and
we
surely
have
schools,
certainly
charter
schools,
parochial
schools
that
could
potentially
fit
into
that.
Q
No,
my
my
point's
been
made,
so
I
don't
want
to
steer
the
conversation
in
a
different
direction,
but
I
will
add
this
to
tip
for
the
the
pile
that
we're
starting
here,
I'm
very
impressed
by
the
census
tract
information
that
ms
hogan
was
able
to
provide
us,
and
I
kind
of
encourage
us
all
to
play
with
it
in
the
complete
lack
of
free
time
that
you
have.
Q
B
Q
B
B
Q
To
respond
very
quickly,
I
I
see
the
value
just
from
an
administrative
aspect,
given
the
sheer
number
of
census
tracts
that
we
have,
I
think
we'd
have
to
be
mindful
about.
You
know
what
what
danger
that
does
to
students
in
any
census
tract
when
it
comes
to
competing
against
each
other
for
seeds,.
S
It's
it's
a
more
inclusive
plan
than
the
previous
one,
but
I
cannot
figure
out
what
the
finding
is
for
all
those
zip
code
slides
and
I
I
think
my
my
conclusion
is
roughly
that
the
zip
codes
are
too
large,
which
is
what
we're
all
alluding
to,
but
we
received
a
piece
of
written
testimony
with
one
of
miss
hogan's
graphs.
S
That
also
then
shows
a
change.
The
changes
in
the
numbers
of
economically
disadvantaged
kids,
who
were
invited
by
zip
code,
and
so
I'm
just
I'm
just
checking
my
understanding.
Are
we
saying
that
zip
codes
are
too
large
to
be
fair
and
and
that's
why
we're
talking
about
geo
codes
are
smaller.
B
B
S
B
The
feeder
schools
would
be
would
be
smaller.
Q
B
S
Best,
the
best
thing
would
be
if
we
had
the
indicator
of
economic
disadvantage
for
each
kid,
which
is
difficult
to
get
for
private
and
parochial.
Is
that
right.
B
B
P
Name
is
miss
hogan,
my
apologies
for
not
being
with
you
earlier
this
evening.
There
were
multiple
competing
task
force
meetings,
but
I
am
happy
to
join
write
it
right
at
a
question
that
I
do
have
an
answer
to
so
and
I
believe
it
was
the
2014-2015
school
year
the
state
of
massachusetts,
transitioned
from
free
and
reduced
price
lunch
forms
to
what
we
call
economically
disadvantaged.
P
They
did
this
as
a
result
of
the
federal
government's
community
eligibility
provision,
which
essentially
means
school
districts
with
a
high
enough
percentage
of
students
qualifying
for
free
and
reduced
price.
Lunch
would
be
able
to
offer
free
lunch
to
all
students
with
that
benefit
of
free
lunch
for
all
students.
P
So
I
will
probably
forget
one,
but
it's
participation
in
snap
participation
in
mass
health
or
medicaid.
I
believe
temporary
assistance
to
families
with
dependent
children,
I
think,
is
the
name
of
it.
Now.
These
state
aid
programs,
where
the
executive
office
of
health
and
human
services.
P
P
P
So
if,
if
you
think
about
the
application
process
for
exam
schools,
we
would
not
know
at
the
time
of
application
whether
or
not
a
non-vps
student
would
qualify
in
this
direct
certification
process,
because
it's
not
until
they're
actually
enrolled
that
the
department
of
education
then
shares
that
information
back
with
bps.
P
C
N
M
Thank
you.
I
think
this
is
actually
piggybacks
on
on
some
of
dr
tong's
questions
around
the
economically
disadvantaged
piece
and
miss
hogan
with
the
economically
disadvantaged
criteria.
Now
that
would
provide
us
two
tiers
either
you're
economically
disadvantaged
by
these
indicators
or
you're,
not
correct
that.
So
one
of
the
things
that
I
think
could
be
helpful
is
if
we
had
more
tiers.
M
I,
if
that
was
my
understanding
of
the
chicago
model,
is
that
it
took
every
census
tract
and
assigned
it
to
one
of
four
tiers
so
that,
even
though
you
may
not
qualify
for
some
of
those
state
assistance
that
there
you
could
be
in
a
very
different
place
from
an
economic
situation
in
terms
of
your
resources
to
someone
who
was
at
the
top
tier
in
the
city
for
income.
M
So
I
I
just
wanted
to
mention
that,
as
one
of
the
reasons
why
I
was
really
interested
in
that
modeling
that
you
did
because
I
think
that
to
dr
tong's
question
around
are
the
zip
codes
too
big
or
too
small.
I
think
that
we
heard
in
some
situations
they
were
both
depending
I
mean
I
think.
In
some
cases
they
are
so
small
that
there's
only
one.
M
You
know
fortunate
member
of
that,
whether
it's
zip
code
or
whatever
we
determine
that,
gets
a
seat,
and
I'm
I'm
concerned
about
any
jurisdiction
that
small,
where
only
one
student
has
an
opportunity
to
be
selected
from
it.
So
I
I
just
wanted
to
really
voice
concern
about
any
model
that
takes
every
school
in
the
you
know
in
the
applicant
pool
and
tries
to
select
top
students,
because,
while
that
works,
I
think
for
a
school
with
a
large
population.
M
M
So
I
actually
think
that
larger
pools
with
more
similarly
situated
students
is
ideal
and
that
the
problem
with
the
current
zip
code
is
that
it
took
students
with
very
different
economic
situations
and
put
them
in
competition
with
one
another,
even
though
their
contacts
were
very
different.
So
if
we
could
use
the
census
tracts
to
create
bigger
pools,
but
those
pools
were
with
similarly
situated
students
economically,
I
think
it
would
feel
fairer
unless,
like
there's
only
one
person
in
any
group
or
pool
who
gets
to
move
on
to
an
exam
school.
N
P
Yeah,
I
can
pull
up
exact
numbers,
but
census
tracks
is
around
170
and
geo
codes
was
over
800.
800.
N
And
is
there
I'm
assuming
there's
well,
either
there
exists
or
we
could
have
created
some
type
of
algorithm
in
the
event
we
were
using.
I
know
you
know
in
the
event
that
we
used
census,
tracts
or
zip
codes.
I'm
not
zip
codes
geo
codes,
there's
some
either
algorithm
that
currently
exists
or
one
that
could
be
created.
That
would
help
with
any
placements
that
we
might
use.
N
Grouping
them
together
or
or
thinking
about
reflecting
on
mr
what
mr
contemposia
shared
with
us.
If
we
were
to
use
geo
codes
or
census
tracts
in
lieu
of
the
zip
code,
you
know,
obviously,
that
that's
more.
N
P
And
so
the
way
we
created
the
census
tract
tier
map
that
we
shared.
I
think
that
was
last
week.
P
Followed
the
way
that
chicago
identifies
tears,
and
I
also
recently
learned
that
san
antonio
and
texas
does
a
similar
process.
N
So
I
I
don't.
I
don't
think
that
my
question
is
clear:
I
just
want
to
make
sure
that
if
we
are
to
use
geo
codes,
for
example,
if
we
were
to
use
geo
codes,
that
your
team
would
be
able
to
develop,
whatever
program
is
necessary
to
support
the
allocation
of
seats,
given
that
you
would
be
looking
at
roughly
800
geo
codes,
I.
P
Think
the
the
bigger
challenge
with
the
geo
codes
is
that
the
american
community
survey
data
yeah
is
not
available
by
geocode,
so
it's
only
available
by
census
tract
by
census,
and
so
that
would
be
the
the
bigger
challenge
with
geocodes
and
where
do
you
get
geo
codes
from
they
were
originally
created?
I
believe
by
the
city
of
boston.
We
it's
a
little
unclear
where
the
geo
code,
who
drew
the
geo
code
lines
originally.
N
But
geo
codes,
I
just
want
to
make
sure
that
I
got
your
complete
thought
so,
but
geocode
so
you're
saying
that
geocodes
are
boston.
Are
some
are
unique
to
boston?
That's
my
understanding.
Yes.
Okay.
Super
helpful
super
helpful,
very,
very
helpful
because
I
do
think
it
is
important
for
us
to
think
about
neighborhood
diversity.
N
I
think
that's
really
important.
If
we're
going
to
move
forward
as
a
city,
you
know-
and
I
say
this
is
someone
who's.
You
know:
parents,
grandparents,
great-grandparents,
lived
here
in
the
city
of
boston
through
all
of
its
evolution.
N
N
For
some
and
so
I
and
and
and
I
do
believe,
that
our
schools
are
wonderful
environments
for
young
bostonians
to
get
to
know
one
another
from
across
the
city,
and
if
we're
not
intentional
about
that,
we
can
reinforce
neighborhood
isolation
and
neighborhood
silos,
and
so
I
I
that
is
actually
very
important
from
my
perspective
that
that
we're
mindful
of
what
can
we
do
to
help
ensure
by
design
I
mean?
N
That's
what
public
policy
design
public
policy
design
is
all
about,
like
being
intentional
about
a
specific
outcome
right
and
so,
and
in
this
instance,
neighborhood
diversity
for
us
in
this
city,
you
know,
might
not
be
the
case
in
other
parts
of
the
country,
but
for
this
city
for
us
to
move
forward
and
to
be
a
stronger
city
and
to
continue
to
be
a
leading
city.
I
think
it's
critically
important
that
we
find
a
way
to
ensure
that
we
have.
You
know
kids
from
all
across
the
city
in
each
of
these
three
schools.
N
So
that's
why
I'm
I'm
particularly
interested
in
how
and
how
we
might
be
able
to
help
that
happen.
N
Yeah
I
do
I
do
I
mean
it
clearly
I
mean
the
data
shows
us
that
it
did.
However,
you
know
I
am
mindful
of
you
know
the
challenges
with
the
zip
code
piece,
and
so
I
I
absolutely
believe
that
the
zip
code
design
helped-
I
mean
it
was.
It
was
designed
that
way.
That's
that's
you
know,
so
it
did
what
it
was
intended
to
do,
but
there
are
some
there.
N
There
is
some
impact
there
that
I
would
love
to,
if
possible,
for
us
to
figure
out
how
to
address
and
most
notably,
that
is,
of
course,
the
the
economic
disparity
that
exists
within
these
distinct
zip
codes,
and
so
that
is
for
me
the
problem
I'm
trying
to
solve,
for
that
is
that
that,
for
me,
is
the
thing
that
I'm
consistently
thinking
about
how
we
solve
for
that,
and
I
don't
know
if
it's
the
I
mean
I.
N
I
believe
that
the
geo
code
can
get
us
there,
but
I'm
mindful
of
how
many
there
are
the
census
tract
is
also
a
possibility,
but
the
neighborhood
diversity
for
this
city.
I
don't
know
about
anybody
any
other
city,
but
for
this
city
I
think
we
we
we.
We
have
to
really
start
getting
our
neighborhood
silos
in
isolation,
broken
down.
B
I
think
this
is
a
an
interesting
discussion,
but
it
also
leads
to
the
notion
that
you
know
from
my
perspective.
No
one
can
argue
with
that
until
you
address
the
the
issue
of
housing,
that's
not
going
to
change
and
that,
unfortunately,
that's
the
role
of
another
task
force
down
the
road.
N
B
And
getting
to
a
point
where
we
can
at
least
address
some
of
the
issues
that
have
come
up
and
that's
what's
intriguing
to
me
about
the
census
tracts
in
terms
of
not
only
their
size.
But
can
we
find
a
way
to
address
some
of
the
concerns
that
have
been
raised,
but,
mr
craga,
do
you
still
have
your
hand
up.
B
K
Thank
you.
I
just
wanted
to
amend
my
earlier
comment
about
looking
at
the
cut
or
overlaying
the
applicants
from
the
last
couple
of
years
with
geo
codes.
I
think
I
was
mixing
that
up
with
census
tracts,
because
I
do
like
the
idea
that
census
tracts
are
based
on
the
the
survey
data
and
has
more
informing
the
the
census
tract
than
the
arbitrarily
drawn
lines
of
geocodes.
It
sounds
like.
B
Well:
okay,
miss
nagasawa.
T
I
do
wonder
if
it's
so
I
know
that
in
chicago
or
in
the
simulations
that
we
ran
with
boston's
census
tract
tears,
we
used
all
school-age
children
and
I
do
wonder
if
it's
possible
to
break
that
down
farther
it's.
My
understanding
that
there
is
on
the
american
census
bureau
website
categories
for
like
grade
groupings.
I
think
there's
one
for
like
grades
five
through
eight,
maybe-
and
I
wonder
if
it
would
make
more
sense
to
use
that
in
terms
of
how
many
students
there
are
instead
of
all
school-aged
children,.
T
T
I
wonder
I'm
not
entirely
sure,
but
I
wonder
what
it
would
look
like
if,
instead
of
using
the
four
tiers
that
chicago
uses,
we
try
more
tiers
with
the
census
tracts
like
possibly
five,
and
I
wonder
if
that
would
maybe
create
more
neighborhood
diversity
in
terms
of
what
the
tears
look
like.
I'm
not
sure
if
that
would
help
at
all,
but
I'm
curious
to
see
what
that
looks
like.
B
I
think,
without
putting
words
in
her
mouth,
I
think
that's
what
miss
carrick
was
alluding
to.
It
may
well
mean
that
40
years
doesn't
get
us
where
we
want
to
be,
and
maybe
five
would.
I
think
for
me,
it's
a
question
from
miss
hogan
that
says:
if
we
did
what
chicago
does
and
looked
at
the
tears,
would
it
be
possible
for
the
district,
assuming
there
are
four
or
five
tears
or
whatever,
to
identify
students
based
on
the
socio-economic
criteria
that
chicago
uses,
and
is
that
something
that
the
district
could
develop?.
P
So
the
the
tier
maps
that
I
shared
last
week
are
based
off
of
the
process
that
chicago
uses,
so
we
can
use
that
map
or
to
miss
nagasawa's
suggestion,
potentially
create
a
fifth
tier
or
decide
you
know.
Maybe
we
don't
want
the
same
exact
indicators
that
chicago
uses.
P
I
don't
know
why
we
can
certainly
try
and
understand
more
of
their
thinking,
but
I
think
that's
a
decision
that
we're
happy
to
support
in
looking
at
data,
but
is
a
decision
for
the
task
force
to
undertake,
and
then
I
did
just
want
to
address.
Ms
nagasawa's
comment
around
further
narrowing
the
definition
of
school-age
children.
P
My
understanding
is
the
american
community
survey
reports.
Data
by
age
ranges,
so
we
can
look
at
the
age
range
that
we
believe
to
be
most
aligned
with
the
age
that
students
are
in
sixth
or
eighth
grade,
but
may
not
be
able
to
be
quite
as
precise
as
these
are
the
sixth
grade.
Students.
B
Miss
hogan
can,
may
I
ask
you
a
process
issue
when
you
determined
the
chicago
approach
in
your
slide,
did
you
use
the
same
variables
or
indicators
and
assigned
to
them
the
same
value
that
chicago
uses?
Yes,
okay.
B
B
In
their
language
still
in
their
process,
mr
krieger.
Q
Q
There
are
plenty
of
situations
where
the
public
housing
is
in
tier
one
right,
the
tier
with
the
greatest
social
economic
need,
but
there
are
several
instances
where
it's
not
where
it's
in
tier
four,
for
example-
and
so
I
want
to
just
draw
that
to
everybody's
attention,
because
we
it
could
be
that
we
need
some
kind
of
workaround.
It
could
be.
You
know
whatever
it
is.
We
need
to
do
to
prioritize
social
economic
diversity
and
particularly
the
representation
or
participation
of
students
from
families
with
lower
socioeconomic
status.
Q
One
thing
now,
the
second
is
to
ms
nagasawa's
point
about
expanding
the
number
of
peers.
I
wonder
if
there's
a
sweet
spot
between
miss
skerrit's
point
that
for
operability,
you
need
to
pool
these
census
tracts
together
and
ms
sullivan's
point
that
we
need
to
see
meaningful
representation
from
across
the
city.
Q
If
we're
going
to
have
our
future
leaders
actually
learning
from
and
with
each
other
and
using
only
four
tiers,
creates
a
situation
that
may
not
lead
to
that
kind
of
geographic
representation,
but
if
there
were
a
way
to
combine
census
tracts
in
in
a
manner
that
threads,
that
needle
I'd
be
very
curious
about
what
that
is,
and
so
maybe
that
doubles
us
from
four
to
eight
if
it
means
a
chance
to
to
to
group
things
together
a
little
bit,
but
I
I
I
put
it
out
there
because
it
sounds
like
you
know,
there's
a
point
for
all
of
us,
whereby
the
zip
code
plan
we
used
was
simply
not
nuanced
enough,
but
was
what
was
available
to
us
as
a
working
group
when
nothing
else
was
right
and
a
tier
system
that
could
ensure
socio-economic
diversity
somewhat,
but
deprive
us
potentially
of
the
neighborhood
or
geographic
diversity.
B
B
Q
I
mean
this
is
crude
and
I
would
certainly
welcome
the
feedback
of
my
colleagues
and
ms
hogan
and
ms
roberts,
but
my
gut
is
to
try
it
at
eight
right.
If
we've,
if
we've
split
the
city
into
quarters,
let's
split
it
into
eighths
and
see
how
those
tiers
align
simply
using
the
the
factors
that
chicago
uses,
yeah.
N
I'm
sorry,
mr
craiger,
so
how
so
I
I
compl,
I
understand
the
tears
you
know
you
know,
and
I
wrestle
with
the
chicago
model
because
chicago
doesn't
appear
to
have
an
interest
in
you
know
kind
of
the
neighborhood
diversity
piece,
so
I
struggle
with
the
chicago
model.
For
that
reason
and
its
applicability
here,
I'm
I
I'm
not
sure
how
increasing
the
tears
I'm
not
following
that
line
of
thinking
how
increasing
the
number
of
tiers
increases,
also
the
opportunity
for
more
neighborhood
diversity.
Q
I
I
don't
know
that
it
does.
Okay,
okay,
my
hunch
is
that
of
of
all
the
simulations
to
perform
and
miss
hogan,
I'm
looking
to
you
on
this
right.
Q
The
simplest
may
be
to
have
each
tier
so
that
we
know
what
it
looks
like
and
if,
in
doing
so,
we
see
that
when
we
take
those
tiers
and
look
at
them
on
a
map
right,
if
it
gives
us
the
sense
that
that
whatever
plan
we
use
will
allow
us
to
secure
meaningful
neighborhood
diversity
as
a
result
right,
then,
we
may
feel,
like
we've
done
this
in
a
manner
that
accomplishes
this
goal
as
well
as
the
goal
of
you
know
not
making
this
so
diffused
so
as
to
be
unworkable
right.
M
Thanks
and
to
that
end
in
terms
of
how
we
get
there,
I
agree
that
modeling
it
with
eight
sounds
like
a
a
great
idea.
I
wonder
if
we
should
also
model
that
four
to
see
what
that
actually
does
mean
like
in
terms
of
what
challenges
around
the
term
that
ms
sullivan
raised
exists
when
the
groups
are
larger,
so
that
we
even
have
something
to
compare
it
to.
M
One
thought
I
had
to
potentially
address
that
concern
is
based
on
dr
tong's
earlier
question
around
the
students
and
families
we
already
know
are
economically
disadvantaged
because
of
the
the
state,
the
state
programs-
and
I
wonder
if,
since
that
is
information,
we
do
have
from
students
whether
that
might
be
some
way
to
ensure
that
the
students
are
in
the
appropriate
tier
one.
I
know
that's
an
additional
complication,
but
something
like
housing
is
actually
something
that
is
more
verified.
M
So
if
we
could
potentially
take
that,
you
know
and
deal
with,
you
know
housing,
placement
and
census
tracts
differently.
If
it's
obtainable
information
that
we
don't
need
to
have
people
submit,
then
might
that
allow
us
to
just
make
sure
that
that
those
families
aren't
in
the
wrong
in
the
wrong
pool
so
to
speak,
and
I
apologize
because
I
have
to
go
to
an
equity
team
meeting.
N
Can
I
just
just
just
a
clarifying
point:
miss
hold
it
not
for
miss
garrett,
sorry,
but
for
miss
hogan
as
you're
running
any
of
these
simulations.
What
pool
of
students
would
you
be
using
to
do
that.
P
That's
a
great
question
because
they,
I
think.
P
There
is,
we've
talked
a
lot
about
census,
tracts
and
the
economic
piece,
but
in
order
to
sort
of
simulate
what
we
think
invitations
might
look
like,
we
also
are
going
to
need
to
make
that
decision
around
gpa
test
score.
Anything
else
being
incorporated
in
so.
P
I
think
it
sort
of
depends.
We've
talked
a
lot
about
the
map
test,
but
we
have
not
yet
had
a
full
applicant
pool
that
had
mapped
test
scores
to
sort
of
understand
how
students
applying
to
exam
schools
might
perform
on
that
test
in
the
aggregate.
So
the
test
scores
that
we
do
have
that
we
could
use
in
simulations
are
previous
applicant
pools
who
took
the
ic
yep,
and
then
we
obviously
wouldn't
be
able
to
use.
P
Then
any
direct
comparisons
from
this
last
year,
because
there
was
no
test
given.
So
I
think
most
likely,
we
would
be
looking
at
the
applicant
pool
from
the
year
before,
so
that
would
be
students
who
enrolled
in
the
fall
of.
N
P
C
N
Wanted
to
make
sure
that
that
I
understood
kind
of
which
pool
we
were
using
and
is
that
the
year
when
did
the
district
start
testing
all
students.
C
B
N
S
And
you're
going
to
show
by
tier
how
that
where
they
are
geographically,
and
will
you
be
telling
us
how
many
in
each
tier,
by
economic
status,
by
race
by
ell
etc,.
P
The
first
sort
of
layer
of
analysis
that
I'm
envisioning
from
this
conversation
is
sort
of
that
descriptive
analysis
that
you
were
just
describing
of
from
this
applicant
pool.
If
there
had
been
four
tiers,
if
there
had
been
eight
tiers,
I
know
miss
nagasaba
suggested
five
tiers.
How
would
how
would
the
demographics
of
that
group
look
different
for
each
tier
and
how
would
that
map
visually
change
based
on
the
number
of
tiers
that
there
are?
P
P
The
I
mentioned
the
the
test.
Scores
that
would
be
available
would
be
the
ic
test
scores.
I
know
there's
also
been
comments
around.
Should
we
use
additional
subjects
in
the
gpa
and
so
for
bps
students.
We
would
be
able
to
look
at
additional
subject
areas
for
the
gpa,
but
for
non-vps
students
that
wouldn't
be
available
to
us,
so
we
would
need
to
make
some
informed
decisions
around
how
to
simulate
any
changes
to
the
gpa
itself.
B
If
I
can
comment
on
that
issue,
math
and
english
language
arts
taught
across
all
of
the
grade
levels.
If
we
start
looking
at
other
alternatives,
let's
say
science,
because
that
has
been
raised.
B
If,
indeed
we
know
it
may
down
the
road?
A
piece
it'll
be
something
we
want
to
talk
about,
but
I
would
strongly
urge
that
the
quality
of
science
teaching
in
the
district
leaves
a
lot
to
be
desired.
I'm
not
saying
that
to
be
critical.
I
am
saying
that
it
has
been
left
on
the
back
burner
and
has
been
left
up
to
the
schools
themselves
to
try
to
play
catch-up
and
I
just
don't
think
it's
a
fair
indicator
currently
across
the
district.
B
That's
my
two
cents
worth
miss
lum.
K
Yes,
so
a
couple
of
just
follow-up
thoughts
on
things
that
have
already
been
mentioned.
If
we
aren't
able
to
rely
on
the
consistency
of
teaching
outside
of
of
english,
ela
and
math,
is
there
a
way
to
look
at
overall
gpas
and
then
weight
the
math
and
ela
grades?
K
On
top
of
that,
and
then
the
second
comment
on
related
to
gpa
is
that
as
a
secondary
filter?
Is
it
possible,
for
you
know,
because
no
tear
is
going
to
be
perfect?
If
there
are
high
need
individuals
in
low
need
tears?
B
K
I
forgot
to
ask
one
more
question,
which
is
whether
or
not
a
test
was
even
being
administered
this
year
and
if
it
was,
what
would
what
would
that
test?
What
is
that
test
if
we
are
going
to
recommend
a
testing
criteria.
B
And
it,
as
you
remember,
we
didn't
give
it
this
past
year,
for
all
of
the
obvious
reasons,
ms
grasa.
O
Thank
you
two
things
a
miss
lum.
We
are
giving
the
math
test
in
boston,
however
it
it
is
not,
with
the
caveat
that
it
is
being
used
for
acceptance
into
exam
schools,
so
everyone
at
the
curly,
even
down
into
kindergarten,
has
been
taking
the
map
test,
and
I
know
that
at
many
of
our
schools
across
the
district,
that
is
also
happening.
O
But
that
has
been
a
question.
That's
come
up.
Is
this
the
assessment?
That's
going
to
count
towards
the
exam
schools,
and
my
answer
to
that
is
no,
because
there's
been
no
decision
made
about
that.
Mr
contemposis,
why?
I
know
that
you
did
not
mean
any
harm
towards
some
of
the
most
amazing
science
teachers
on
earth.
I
do
want
to
clarify
on
your
comment
a
little
bit
about
science.
I
think
the
important
key
is
that
science
instruction
is
delivered
differently.
O
It
could
be
delivered
through
a
specialist
model
where
they
get
science
from
a
specialist
teacher
and
by
specialists
I
mean
art
gym.
Music.
Science
is
sometimes
a
specials,
whereas
at
other
schools
science
may
be
taught
by
the
classroom
teacher,
and
so
I
think
that
the
boston
public
schools
expectation
on
how
science
science
instruction
is
delivered
can
vary
school
to
school,
and
I
think
that
is
certainly
an
important
thing
to
highlight.
B
No,
but
again
I
the
other
piece
is
that
you
know
english
language,
arts
and
math
are
taught
five
days
a
week.
Science
may
not
be
so,
you
know,
do.
B
B
O
Lam,
I
think,
the
hard
part
that
is
hard
in
like
calculating
gpa,
and
I
think
this
is
what
mr
contemposis
is
saying
is
that
so,
for
example,
I
can
only
I
can
talk
about
my
school.
I
have
dance,
theater,
music,
gym,
visual
art,
but
I'm
a
really
big
school.
Some
schools
have
like
physical
education
and
world
language,
and
maybe
one
arts
thing.
O
So
I
think
when
we
think
about
how
we're
grading
in
those
like
you
wouldn't
be
able
to
find
across
fifth
grade
that
every
fifth
grader
has
music,
which
is
a
whole
different
problem.
We
should
all
be
on
a
committee
about
for
everyone
to
have
that,
but
that,
like
I
think,
you're
you're
not
rating
some
of
those
same
things.
O
K
Then
why?
Wouldn't
we
use
that
as
an
indicator,
as
opposed
to
saying
well
apples
to
apples?
They
aren't
getting
the
same
art,
class
or
even
art,
class
or
apples
to
apples,
they're,
not
getting
music
class,
we're
never
going
to
get
a
consensus
if
we
use
that
level
of
filter
for
grade
performance
across
the
school
district,
there's
just
no
way,
as
evidenced
in
the
fact
that
even
our
exam
schools
differ
from
school
to
school
and
what
they
offer
and
how
they've
decided
to
focus
their
curriculum.
N
I
think
that's
great,
mr
condom
passes
I'm
mindful
of
the
time,
and
I
just
want
to
make
sure
that,
because
we
did
not
get
to
miss,
we've
got
to
do
some.
N
We've
got
to
talk
with
miss
hogan
about
and
she's.
I
lost
her
on
my
screen
about
kind
of
think.
Thank
you
about.
N
You
know
simulations
to
come
that
we
me
and
we
want
to
make
sure
that
we
have
the
time
to
kind
of
work
through
that
make
sure
that
it's
clear-
and
I
also
just
want
to
flag-
and
I
don't
know
I
may
have
missed
it,
but
I,
but
I
do
want
to
flag
that
we
did
get
a
response
to
ms
aguirre's
question
at
the
end
of
friday's
meeting,
and
so
we
want
to
make
sure
that
we
give
ms
parvex
an
opportunity
to
respond
before
we
go
to
public
comment.
N
N
Mr
guerre
had
a
question
on
friday
about
translation
and
miss
parvex
did
provide
us
with
an
answer,
and
so
I
wanted
to
give
miss
parvex
an
opportunity
at
an
appropriate
time,
just
actually
right.
Now,
I'm
just
flagging
kind
of
what
we
need
to
still
address.
I
want
to
give
ms
parvax
an
opportunity
to
respond
to
that
question
so
that
everybody
hears
the
answer.
B
Okay,
any
other
comments
concerns.
I
believe
one
of
the
things
that
I
that
miss
hogan
is
probably
going
to
end
up
doing
is
looking
at
the
tiered
system
as
it
was
discussed
today.
B
That's
one
thing:
I
did
hear
that
she
had
at
least
one
additional
slide
to
share
with
us
tonight.
We
might
want
to
do
that
and
then
I
would.
I
notice
that
miss
lum
has
her
hand
up
we'll
get
to
you
in
a
minute.
There's
miss
hogan,
miss
hogan.
Do
you
have
a
slide
for
us.
P
P
Okay,
this
is
actually
in
response
to
a
question
from
islam,
so
it's,
but
this
is
the
the
last
data
request
that
we
talked
about
on
friday.
A
more
explicit
comparison.
P
Of
the
actual
results
from
this
round
of
invitations
compared
to
the
simulation,
and
I
think
we
used
the
language
projected
impact
in
the
presentation
from
october.
So
one
slide,
it
shows
you
the
2021,
actual
invitations.
P
K
Yes,
no,
this
is
great
and
I'm
actually
at
the
macro
level,
pretty
impressed
with
the
accuracy
of
the
simulations
good.
B
Okay,
any
other
questions
of
comments
for
miss
hogan.
B
P
P
I
think
the
second
part
of
the
request
would
be
around.
P
Simulating
actual
invitations-
and
I
think,
there's
a
couple
of
decision
points
to
think
about
there.
P
So
there's
a
decision
point
if
there
would
want
to
keep
those
same
proportions
or
potentially
shift
those
proportions,
and
then
we've
talked
about
an
exam
and
gpa
and
so
there's
a
question
of
are
those
a
50
50
waiting
together
or
waiting
one
higher
than
the
other?
I'm
not
expecting
any
concrete
responses,
but
I
did
want
to
raise
those
as
further
questions
that
as
we
get
into
simulations
will
come
up.
So
you
can
start
to
think
about
them
and
think
about
what
you're
most
interested
in
seeing.
B
I
think
we're
going
to
have
to
hold
off
on
a
decision
around
the
gpa
and
the
assessment,
so
my
suggestion
would
be
that
you
focus
on
the
tiers
and
then
use
the
2080,
and
indeed,
if
there's
an
additional
option
that
folks
might
want
to
look
at
based
on
the
results
of
the
2080
we
can.
We
can
also
modify
that.
We
don't.
I
don't
believe
we
have
enough
time
this
evening
to
address
whether,
indeed
we're
going
to
agree
on
the
map
assessment
or
the
grade
point
average,
as
criteria.
N
I
would
add
to
that
miss
lum
actually
put
a
proposal
on
the
table
before
you
joined,
miss
hogan,
and
that
was
and
miss
lim
correct
me
if
I,
if
I
don't
get
this
correct,
20
percent
first
20
allocated
by
geo
code
versus
and
says
census.
C
K
K
Don't
you
yeah,
sorry
yeah?
I
was
thinking
20
by
census
tract.
We
could
also
do
if
we
are
having
the
tears
into
mascara's
point.
You
could
do
20
by
tear,
but
I
was
also
interested
in
in
how
that
compares.
If
we
literally
just
looked
at
the
top
20
for
school,
I
don't
know
if
that
also
creates
the
conundrum
that
ms
garrett
raised
earlier,
which
is
what,
if
you
have
a
school
of
seven
versus
a
school
of
70.,
does
that
skew
things
too
much.
N
So
let
me
see
if
I
can
help
with
this
just
to
give
a
little
bit
of
I
don't
know
if
you're,
if
you
have
enough
to
work
with
miss
hogan,
I
mean
the
set.
The
20
on
census
track
is
pretty
straightforward,
the
20
on
school?
Could
you
look
at
ms?
Let
me
know
if
this
doesn't
work,
could
you
look
at?
K
Yes,
and
on
that
front,
I
did
want
to
ask
the
district
to
consider
if,
if
the
lottery
is
one
of
the
considerations
we
are
willing
to
look
at,
I
would
propose
to
address
some
of
the
families
concerns
about
wait,
lists
and
things
like
that.
If
we
could
do
a
a
two-round
lottery
system
where
the
first
round
applicants
who
who
win
the
lottery,
have
to
reply
and
have
to
make
their
choice
by
a
certain
date
and
if
they
don't
take
their
seat,
that
seat
goes
back
into
the
pool
and
there's
a
second
round
lottery.
G
K
Additional
seats
to
be
awarded-
and
you
know
whether
you
want
to
do
two
rounds
or
a
million
rounds-
is
not
up
to
me,
but
I
would
like,
if
we
are
to
consider
that
I
would
like
to
know
what
is
the
earliest.
We
would
need
to
have
decisions
made
invitation
invitations
to
apply
out
the
20
allocated
so
that
you
had
enough
time
to
do
the
lottery
process.
P
N
N
That's,
where
I'm
tempted
to
lean,
but
like
you,
I'm
I'm
not
certain
either.
P
How
many
students
within
each
census
tract
would
get
an
invitation
in
that
20,
so
we
can
definitely
look
at
it
in
that
way
and
then,
when
you
said
by
sending
school,
I'm
assuming
you're
looking
for
the
top
percentage
at
the
sending
school
whatever.
That
number
is.
K
P
Think
the
I
think
miss
garrett
might
have
raised
this
in
a
previous
meeting,
depending
on
how
many
sending
schools
there
are
that
could
then,
if
it's
20
at
each
of
the
schools
that
might
not
end
up
equaling
20
of
the
invitations
that
we
would
be
sending.
P
N
Yes,
I
it,
but
I
do
want
to
I
want
to
make.
I
do
want
to
be
clear
that
you
know
we
are
not
sure
what
any
I
mean,
what
any
of
what
the
outcome
is
going
to
be
of
any
of
this,
and
there
are
certainly,
I
think
you
know,
challenges
as
well
as
opportunities
with
all
of
these
solutions.
So
I
do
think
it's
important
that
for
some
of
these,
if
there
are
high
enough
priority
that
we
run
the
simulation
and
to
actually
verify
our
assumptions
either
way.
K
K
B
By
the
way,
I
would
argue
that
we
keep
the
20
the
way
we
identified
it
for
this
year.
B
I
don't
know
what
we're
trying
to
accomplish
by
going
to
20
of
each
school
if
we're
trying
to
determine
a
city-wide
kind
of
approach,
with
an
approach
that
identifies
how
to
improve
the
level
of
diversity
in
the
district
in
the
three
exam
schools.
N
B
B
B
G
B
V
Hi,
thank
you
just
a
clarifying
question
about
mrs
miss
lum's
request
or
miss
her.
So
just
a
few
questions.
I
came
a
little
late,
so
I
might
have
missed
when
you
were
talking
about
it,
but
is
this
a
like?
Is
this
your
idea
for
how
the
lot
for
how
the
process
should
go,
or
is
this
just
testing?
B
B
N
K
V
Great,
thank
you,
my
second
part,
and
I
think
this
is
also
towards
you
just
cuz
not
to
push
a
response,
but
for
the
for
the
census
tracts
just
how
does
that
I
get
how
they
are
made
up,
but
how
does
that
turn
into
how
students
are
chosen
like
what
makes
that
different
from
the
eighty
percent
of
the
post
of
the
twenty
percent?
I
guess
my
question.
K
Well,
the
twenty
percent,
as
we
had
recommended
this
for
the
temporary
policy,
was
based
on
over,
was
it
based
on
student
performance
citywide.
So
it
was
the
top
20
of
students
citywide,
I
didn't
know
if
the
makeup
or
the
mix
or
diversity
would
change.
If
we
looked
at
the
top
20
percent
by
either
tear
or
census
tract,
which
I
think
is
the
question
that
mr
contemposis
is
also
raising.
K
So
I
bring
that
up
in
response
to
some
of
the
public
testimony
that
had
come
on
with
some
zip
codes
feeling
like,
even
though
they
had
top
tier
students,
they
weren't,
invited
or
included
in
the
top
20
and
didn't
make
it
through
the
80
and
then
the
80,
I'm
suggesting
a
a
some
sort
of
lottery
system
might
be
one
way
to
level
the
playing
field
for
the
remaining
seats,
as
opposed
to
how
we
assigned
last
this
this
past
year
through
multiple
rounds
through
all
the
multiple
zip
codes.
B
Is
that
it
dr
tong.
S
I'm
just
having
a
little
trouble
following
the
conversation,
because
I
don't
know
what
we're:
how
we're
ranking
kids
as
top.
S
U
P
Well,
that
was
one
of
the
decision
points
I
raised
as
gpa,
test
score
combination
of
gpa
and
test
score.
Mr
contemposis
just
mentioned
a
b
or
better,
which
was
criteria
for
this
year's
temporary
policy
that
was
not
in
place
in
prior
years.
So
I
think
again,
that's
another
decision
point
that
would
need
to
be
made.
W
Yeah
I
just
wanted
to
have
some
clarification
when
we
are
talking
about
a
lottery
who
could
participate
in
the
lottery
will
be
the
same
idea
like
students
who
have
like
a
gpa
of
or
equal
or
higher
than
something
or
will
be
open
to
everybody,
and
when
we
have
been,
if
that
was
mislead,
talking
about
the
the
applicant's
pool.
W
What
do
we
exactly
mean
by
that?
Because
last
year
the
applicant's
pool
was
everybody
who
has
either
passed
them
class
or
had
a
gpa
of
b
plus,
so
are
we
changing
the
criteria?
Who
exactly
are
we
talking
about
when
we
are
talking
about
the
applicant
pool?
I
was
not
really
clear
on
that
and
about
the
20
percent.
I
just
want
to
say
that
I
agree
with
mr
contour
process.
I
will
leave
the
20
the
way
it
is
now.
I
will
not
try
to
find
a
different
arrangement
for
that.
K
So
I'm
I'm
talking
about
whatever
we
decide
is
the
applicant
pool.
So
if
we're
looking
at
last
year,
the
applicant
pool
was
1666
people
who
had
a
b
or
better
or
met
expectations
on
the
mcas,
and
we
allocated
20
of
those
individuals
by
gpa
automatically,
and
then
we
did
buy
gpa
within
those
within
that
pool
within
their
zip
codes.
The
multiple
rounds
to
determine
who
would
get
the
remaining
seats.
X
Thank
you.
I
just
wanted
to
caution
us
as
we
think
about
the
gpa,
because
gpas
vary
by
program
type,
and
I
think
this
was
something
that
we
talked
about
initially
and
the
results
of
that
were
not
what
actually
happened.
So
we
need
to
be
clear
about
that
when
you're
thinking
about
gpa
and
program
type.
X
The
other
thing
I
wanted
to
just
say
is:
I
heard
ms
sullivan
when
she
was
talking
about
you
know
wanting
our
young
people
in
the
city
of
boston
to
be
able
to
go
to
high
school
well,
just
to
go
to
school
together,
and-
and
I'm
with
you
on
that,
but
I
wanna
this
is
difficult
for
me
because
I
feel
like
we're
building
a
house
from
the
top
down
and
we're
not
talking
about
the
foundation
and
for
me,
I'm
gonna
keep
coming
back
to
the
same
point.
X
They
are
not
getting
these
seats
and
to
me,
that's
the
problem
that
we
need
to
be
solving
and
we
can
set
up
these
the
we
can.
We
can
get
rid
of
the
any
entrance,
but
it
doesn't
solve
that
problem
that
when
that
young
person
gets
to
grade
six
or
seven
that
they
still
don't
have
this
the
skills
at
that
time
as
their
peers
in
other
settings.
X
So
I
know
you
suspiciously
probably
say:
why
isn't
she
saying
anything
because
we're
not
talking
about
that
problem,
and
that
is
the
issue
I
feel
like
we're:
removing
barriers
instead
of
teaching
our
young
people
how
to
overcome
them,
and
so
when
I
say
that
yeah
there
should
be
a
test
store.
X
And
so
that's
where
I
am
and
and
my
and
and
that
should
that
I
think
that
we
have
to
begin
so
again.
The
gpa
does
not
play
out
across
program
types.
It
does
not
because
I
see
that
in
the
invitee
list.
So
we
need
to
be
clear
about
that
and
then
I'm
going
to
go
back
to
it'll
be
easier
to
have
this
conversation.
If
I
knew
there
was
another
task
force
that
was
trying
to
figure
out
how
our
third
graders
are
going
to
perform
at
the
same
level
as
he
appears
in
other
settings.
N
So
and
I
and
I
could
not
agree
with
you
more
look,
this
is
this
is
the
work
that
that
that
I've
done
that
you
do
every
day.
There
is
no
disagreement
that
we
have
a
major
issue
within
the
boston
public
schools,
as
it
relates
to
really
providing
all
of
our
children
with
the
type
of
education
they
deserve
period.
Full
stop.
N
N
Your
hand
raised
to
serve
on
that
task
force,
because
that
is
important
work
and
that
is
where
we
need
to
be
focused
as
a
district.
There
is
absolutely
no
disagreement
here.
There
is
a
problem
that,
oh
by
the
way,
has
only
been
exacerbated
by
the
now
two
years
that
our
children
have
been
learning
through
the
covid19
pandemic.
N
B
O
Thank
you,
dr
freeman
wisdom.
I
appreciate
your
thoughts.
I
would
also
just
like
to
add
about
gpa,
if
we're
just
solely
thinking
about
gpa
the
amount
of
pressure
on
a
fifth
grade
teacher
being
a
part
of
that
gpa,
since
most
of
many
students
will
only
have
one
fifth
grade
teacher
versus
when
you
go
to
a
middle
school,
where
you
have
multiple
teachers
giving
grades
and
just
the
level
of
subjectivity
and
bias
that
can
go
into
that,
as
well
as
the
amount
of
pressure.
O
Frankly
that
families
will
be
putting
on
that
fifth
grade
teacher
to
make
sure
those
grades
are
of
a
certain
caliber,
and
I
just
want
to
name
that
as
a
concern.
W
Yeah,
basically,
I
was
thinking
the
same
that
miss
graca,
you
say
like
beautifully
is
gonna
be
a
lot
of
pressure,
for
the
teachers
is
not
only
what
dr
wisdom
say.
The
engraving
is
not
the
same.
It's
not
equivalent
among
different
schools
is,
is
going
to
be
a
lot
of
pressures
for
different
teachers
in
different
schools,
and
I
think
that
last
year
we
were
comfortable
using
the
gpa,
because,
because
that
was
grace,
that
could
not
be
you
know,
influenced
because
nobody
knew
that
we
were
using
only
the
gpa.
W
B
Thank
you
before
we
go
to
public
comment
on
the
suggestions
that
I
wrote
and
shared
with
all
of
you.
First
of
all,
this
has
been
a
very
spirited
discussion
and
a
great
deal
more
has
to
come.
If
you
look
at
items
five
through
10
on
what
I
asked
you
all
to
read,
I
trust
there
isn't,
with
the
exception
of
rewriting
this,
to
be
even
more
specific,
that
there
isn't
a
great
deal
of
discontent:
opposition
whatever
you
want
to
call
it
to
those
five
or
six
recommendations.
B
N
Mr
conway
actually
haven't
had
an
opportunity
I
focused
in
on
on
on
on
the
on
the
admissions
component.
Admittedly,
so
I.
B
C
A
Thank
you
kosher.
We
have
five
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
I
will
remind
you
when
you
have
20
seconds
left.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
Please
take
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
raise
your
hand
virtually
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
Y
Thank
you
so
much.
First
and
foremost,
I
want
to
thank
everybody
here
who
is
tackling,
I
think,
one
of
the
I'm
33
years
old
just
to
date
myself.
But
this
is
an
issue
that
I've
grown
up
with
for
the
entirety
of
my
life.
Quite
quite
honestly,
I
was
born
and
raised
here
in
boston.
My
father,
felix
de
arroyo,
was
on
the
boston
school
committee
in
the
90s.
That
was
my
daycare.
Y
It
was
a
hot
topic
even
then,
and
I
think
one
of
the
things
that
I
want
to
make
sure
we're
clear
on-
and
I
say
this
because
I
received
the
petition
today-
a
petition
specifically
about
this
task
force
and
folks
on
it,
and
that
petition
specifically
only
called
out
one
member
of
this
task
force
in
one
organization
and
that's
denisha
sullivan
and
the
naacp,
and
I
want
to
be
clear
that
what
we're
dealing
with
as
a
city
and
when
we
talk
about
our
selective
process,
schools
and
what
we've
seen
here,
is
entrenched
white
supremacy
in
a
number
of
different
ways.
Y
And
I
don't
want
to
bat
around
that
or
clean
up
the
words
or
the
language
or
make
that
feel
less
aggressive.
That
is
what
that
is,
and
you
know
you
don't
have
to
go
much
further
than
the
fact
that,
even
in
1965,
when
the
racial
imbalance
act
came
out
to
deal
specifically
with
inequality
in
schools,
racial
inequality
in
schools,
it
specifically
created
an
exemption
to
exam
schools
because
they
didn't
want
to
touch
them
because
racial
imbalance
was
okay
in
our
selective
schools.
Y
And
so,
when
we
get
to
where
we
are
today,
I
want
to
talk
a
little
bit
about
the
process
and
I
want
to
thank
you
as
well
for
the
process
that
led
to
this
year's
class.
But
I
I
worry
when
I
hear
folks
equate
competency
or
the
ability
to
excel
with
the
ability
to
do
well
on
a
standardized
exam,
because
exams
are
in
fact
racially
biased
and
they
don't
they
don't
do
the
merit.
They
don't
do
the
work,
they
don't
ensure
success
and
I
am
an
o'brien
student.
Y
I
went
there
so
shout
out
to
tonya
and
I
will
just
say
that
for
me
as
we
move
forward,
there
is
no
more
important
issue
in
the
city
than
ensuring
that
we
correct
something
that
has
been
wrong
for
decades,
which
is
how
we
get
into
these
schools,
and
I
want
to
be
clear
that
part
of
this
issue
beyond
just
a
racial
bias
issue-
and
I
want
to
I
want
to
thank
both
this
panel
for
increasing
the
racial
diversity
at
these
schools
this
year
through
the
model
that
they
created,
but
also
the
economic
diversity
in
these
schools.
Y
Because
underlying
much
of
this
issue
is
that
when
you
talk
about
boston,
latin's
ability
to
have
the
endowment
and
the
funds
that
it
has,
they
depend
on
an
exam
process
and
a
process
that
creates
a
wealthier
group
of
alumni
and
that
reality
is
one
that
I
think
that
people
are
trying
very
hard
to
keep
in
place
and
it
creates
inequities
that
trickle
down
to
the
rest
of
the
system,
and
so
I
thank
you
all
for
this
work.
I
look
forward
to
the
work
you
are
doing.
Y
I
personally
am
a
proponent
for
no
longer
having
exams
as
part
of
the
assessment
to
entrance
to
these
schools.
I
trust
your
ability
to
come
up
with
systems
and
ways
to
do
this,
and
you
have
my
support
my
wholehearted
support.
This
task
force
to
continue
with
the
work
that
you
are
doing,
and
I
recognize
that
as
you
do,
that
you
may
receive
petitions,
and
things
like
that
that
I
received
today-
and
I
want
you
to
understand
that
this
work
is
brave
work.
It's
I
know,
michael
controversy
has
been
here
for
most
of
this.
Y
This
is
not
a
new
fight.
This
is
an
old
fight
and
it's
the
fight
of
justice,
and
so
I
look
forward
to
seeing
what
your
recommendations
are
and
I
look
forward
to
continuing
to
move
in
the
direction
that
last
year
moved
us
in
which
is
a
more
diverse,
more
economically
diverse
place,
where
we
are
in
fact
destroying
the
obstacles
and
barriers
that
we
are
creating
and
not
just
forcing
our
children
to
do
twice
as
well
or
better
than
to
overcome
them.
Y
And
so
I
look
forward
to
this
to
the
recommendations
that
come
from
here,
and
I
thank
you
for
your
time.
So
thank
you.
R
Great,
thank
you
so
much.
My
name
is
magda
hernandez
and
I
live
in
west
roxbury.
I'm
a
boston,
latin
school
and
my
two
sons
currently
attend
boston,
latin
school.
I'm
proud
to
say
that
my
children
have
been
enrolled
in
boston,
public
schools
since
kindergarten.
R
I'm
grateful
for
the
equity
lens
that
the
task
force
is
bringing
to
this
discussion,
and
I
applaud
the
efforts
to
increase
access
to
the
exam
schools,
particularly
to
boston
london
school.
That
said,
I
strongly
urge
that
the
task
force
recommend
retaining
an
assessment
as
one
of
the
components
of
the
admissions
criteria.
R
We
need
an
objective
measure
of
readiness
for
the
exam
schools
and
other
criteria
for
admissions
are
too
subjective
and
potentially
disadvantaging
to
the
very
students
you're
seeking
to
help.
For
example,
underrepresented
students
would
not
be
better
served
if
the
admissions
process
leans
on
measures
such
as
teacher
recommendations
or
even
too
heavily
on
grades.
R
These
criteria
would
give
an
advantage
to
students
who
are
affluent
well-connected
and
or
attend.
Private
schools
grades
alone
would
not
suffice,
as
others
have
noted,
they
can
be
manipulated.
What's
more,
studies
have
shown
that
racial
bias
sometimes
translates
into
lower
grades,
particularly
for
black
boys.
R
R
I've
served
several
years
on
school
site
council
and
I've
met
countless
black
and
brown
students
in
my
work
as
a
volunteer
who
succeeded
as
boston
latin
school.
Finally,
let's
remember
the
true
fight
for
opportunity,
for
students
of
color
in
bps
must
be
focused
on
giving
them
the
foundational
skills
in
our
elementary
schools.
That's
where
our
fight
for
equity
is
most
urgently
needed.
Thank
you.
So
much
for
your
time
this
evening.
A
Steve
yang
hello,
yes,
please,
please
turn
your
camera
on.
A
L
Okay,
thank
you
very
much,
so
I'm
steve
young
already
from
west
roxbury.
So
thank
you,
everybody
for
your
contribution
to
this
task
force.
So
I
have
a
question
about
the
policy.
So
what's
the
purpose
of
the
division
policy,
do
we
use
this
person
to
help
the
students
to
prepare
well
for
their
future
or
not?
L
So
what
a
value
do
we
to
advocate
by
this
courtesy?
We
do
we
promote
the
hard
working
or
something
else
or
otherwise,
and
no
matter
what
percy
we
want.
L
Have
you
ever
analyzed
the
impact
in
the
city
of
boston,
for
example,
what
effect
were
on
the
boston,
public
school,
especially
boston,
exam
schools,
and
also
what
the
community
will
be
affected
by
this
policy,
and
also
what
impact
will
this
policy
bring
to
the
future
of
boston
visiting
and
also
the
exam
school
paris
admission
policy
will
have
a
profound
impact
on
the
city
of
boston,
a
solar
impact
analysis
needed
to
be
done
and
the
results
needed
to
be
communicated
to
the
public
families
and
tax
players
have
the
right
to
know
the
right
to
to
know
as
much
as
possible
about
the
impact
of
any
such
policy
before
it's
approved,
and
it
should
have
the
enough
time
to
influence
the
decisions
and
then
also
the
test
force
should
have
the
voice
from
different
side.
U
Hello
hi
good
evening,
my
name
is
stephanie
shapiro
bergson
and
I'm
a
bps
parent
of
sixth
and
eighth
graders.
First.
Thank
you
so
much
for
coming
up
with
an
incredibly
thoughtful
selective
school
entrance
policy.
That
is
if
we
have
to
preserve
selective
schools
that
begins
to
make
these
schools
more
reflective
of
our
bps
student
body.
U
Considering
the
data
that
were
just
released
last
week
and
anecdotally
from
dear
friends
in
both
my
neighborhood,
which
I
didn't
say,
is
right
across
straight
from
boston
medical
center
and
from
my
son's
sixth
grade
class
in
his
bps
k
to
eight
school.
This
policy
certainly
made
a
significant
step
toward
this
essential
end
goal,
though
the
data
show
us
that
there
is
more
to
do.
U
I
focus
on
ways
to
eliminate
health
disparities,
and
so
I
reiterate
encouraging
you
to
more
deeply
explore
geo
codes.
I've
done
this
for
you
to
a
small
extent
and
included
in
my
written
testimony.
Resources
about
geocodes
is
used
in
the
harvard
disparities
geocoding
project-
I
don't
know
if
you've
looked
at
that,
yet
they
most
recently
used
that
for
coven
19
response
and
during
this
meeting
now
I
just
heard
back
from
dr
krieger
who's,
one
of
the
lead
researchers
on
the
harvard
geocoding
project,
and
she
gave
me
some
slots
for
a
meeting.
U
U
Factors
actually
seem
to
work
effectively
in
the
equation
for
this
year
and
I,
but
I
understand
that
this
is
a
dynamic
variable,
but
randomizing
the
inclusion
semester
of
grades
or
whatever
merit
variable
you
use,
might
be
an
interesting
way
to
proceed
and
the
methodology
wouldn't
be
all
that
different
than
this
year,
since
it
protects
against
outside
influences,
contributing
to
the
inequity
of
the
entrance
equation.
That
sort
of
randomly
happened
this
year.
So
to
finish,
as
you
move
forward
finalizing
this
entrance
policy,
one
more
remaining
factor
that
I
wanted
to
add
that
I
keep
hearing
about.
U
U
The
whole
point
is
that
too
many
top
reporting
students
have
been
denied
based
solely
on
opportunity
or
lack
thereof
opportunity-
and
I
was
just
thinking
for
my
last
piece
that
ms
sullivan,
your
focus
on
breaking
down
neighborhood
silos
might
be
getting
at
that
variable.
So
thank
you
so
much
again
for
your
work.
A
A
F
A
A
B
N
Actually,
mr
contemposis,
I
have
something.
N
So
I
do
want
to
just
respond
to
counselor
arroyo's
testimony
and
specifically
attack
on
the
naacp.
N
I'm
not
particularly
concerned
about
any
personal
attack
on
me,
but
the
naacp
as
an
institution
is
something
that
I
I
cannot
let
that
pass
without
comment,
because
the
naacp,
particularly
today,
on
a
day
when
our
nation
is
pausing
to
reflect
on
the
murder
of
george
floyd
and
the
racial
reckoning,
the
racial
awakening
that
happened
across
this
country
a
year
ago
that
led
to
so
many
people
from
different
backgrounds
to
stand
up
to
use
their
voices
to
use
their
power
to
use
their
influence
to
say
no
more
to
racial
injustice,
no
more
to
racial
inequity.
N
B
B
N
N
B
B
I
don't
want
to
break
any
chain
of
command
that
might
be
in
place,
but
indeed
the
the
task
force,
I
think,
should
read
the
document
and
if
it's
okay
with
the
members
of
the
school
committee,
I
would
simply
make
sure
that
the
entire
committee
receives
a
copy
so
miss
parvac.
Would
you
graciously
request
of
the
school
committee
that
if
they
have
any
reservations
who
are
sending
this
out
to
the
members
of
the
task
force.