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From YouTube: Exam School Admissions Task Force Meeting 6-14-21
Description
Exam School Admissions Task Force Meeting 6-14-21
A
D
B
B
B
I
J
B
B
Thank
you.
We
also
have
american
sign
language,
interpreters,
kristin,
chung
and
katie
mcfarland.
Thank
you
all
for
assisting
us
this
evening.
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
the
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters.
There
are
no
minutes
to
approve
this
evening.
They
will
be
at
the
next
meeting.
N
Hi
hi,
I
don't
believe
that
we
have
additional
data
for
this
evening.
B
Okay,
it
is
imperative
that
the
task
force
no
later
than
as
soon
as
possible
gets
that
data
so
that
we
can
bring
some
level
of
closure
to
the
items
that
we're
now
discussing
and
before
we
and
before.
I
turn
it
over
to
ms
sullivan.
B
I
do
want
to
thank
everyone
on
the
task
force
for
reaching
consensus
on
the
determination
of
the
gpa
both
in
year
during
phase
one,
as
well
as
in
phase
two,
ms
sullivan
anything
to
add.
O
Nope,
I
concur
and
we'll
continue
to
just
drive
toward
some
consensus
here
over
the
next
few
meetings.
O
I
remain
very
optimistic
that
that
we're
gonna
get
this
done
and
we're
gonna
get
it
done
well,
so
appreciate,
certainly
the
robust
dialogue
and
debate-
and
I
hope
in
the
rigor
of
it,
and
and
hope
that
it
continues
because
that's
where
I
believe
some
of
the
best
solutions
reside.
O
So
I
know
that
we
have
you
know.
Obviously,
we've
got
you
know
kind
of
trying
to
bring
some
resolution
to
the
creation
of
the
pool,
so
the
eligibility
piece,
and
we
also
need
to
resolve
the
mechanism
piece.
I
actually
might
suggest
that
we
start
with
the
mechanism
tonight
what
we
have
on
the
table
and
correct
me
if,
if
I
miss
anything
folks,
what
we
currently
have
on
the
table
are
looking
at
the
mechanism.
O
We've
got
the
20
80
right,
and
so
that
would
be
the
20
percent
seat
allocation
city-wide,
based
on
a
straight
ranking
which
is
similar
to
not
similar
to,
which
is
what
we
did.
Our
recommendation
was
for
the
interim
policy
and
then
80
seat
allocation
based
on
and
what
we
have
on.
The
table
is
the
use
of
tears.
O
I
think
where
we
last
left
off.
We
were
looking
at
eight
tiers,
in
particular
as
an
option
for
allocation
of
seats,
the
mechanism
for
seat
allocation.
O
We
also
have
on
the
table
mechanism
for
seat
allocation
again
2080,
but
with
the
80
being
allocated
based
on
census
tracts,
and
we
still
have
on
the
table
the
utilization
of
a
lottery
process
based
on
a
pool
of
applicants
that,
based
on
a
pool
of
applicants
that
is
qualified
as
we
might
determined
as
we
may
determine
on
a
set
of
criteria.
O
B
Ms
sullivan,
you
know
I
I
would
like
to
offer
a
suggestion.
I've
listened
over
the
end
and
thought
about
this
over
the
weekend
and
if
you
remember,
we
did
not
come
to
closure
on
whether
indeed
any
of
these
areas
are
segmenting,
the
mechanics,
the
use
or
not,
of
a
of
a
an
assessment.
And
what
have
you?
B
And
it
made
it,
I
think,
easier
in
the
long
run
to
reach
consensus
recognizing.
I
think,
as
we
all
did,
that,
regardless
of
what
we
do,
this
has
been
a
very
difficult
year
for
students,
wherever
they
may
happen
to
be,
but
particularly
the
students
in
bps,
and
so
perhaps
it
would
be
worthwhile
and
I'd
ask
for
others
who
have
talked
about
this
to
weigh
in
here
to
think
about
this
in
some
sort
of
phase
one
phase,
two
much
as
we
did
with
the
gpa
determination.
B
We
came
to
consensus,
as
you
well
know,
around
utilizing
only
the
six
grades
either
by
the
two
quarters
of
the
trimester
system.
B
We
agreed
to
add
two
additional
subjects
to
the
gpa
and
we
also
looked
at
what
we
would
be
doing
in
phase
two,
where
we've
reintroduced
the
fifth
grade
as
well,
and
I
believe
in
english,
language,
arts
and
math.
B
It
may
be
helpful
to
really
determine
whether
there's
any
interest
in
looking
at
the
components
and
we
can
start
which,
with
whatever
one,
would
like
in
a
phase.
One
phase
two
possibility
and
I
offer
that
as
a
suggestion
and
I
believe
I
saw
a
couple
of
hands
up
unless
dr
tong
did
you
take
your
hand
down.
O
O
Okay,
yep
so
before
we
so
point
taken,
I
agree,
but
let
me
just
I
just
want
to
do
a
gut
check
because
I
might
not
have
captured
on
the
mechanism
side
so
starting
at
the
back
end
of
this
mechanism
for
c
allocation.
P
P
D
P
I'm
sorry
well
because
you
at
the
beginning
of
this
meeting,
you
said
that
seat
allocation
we've
been
talking
about
eight
tiers
and
we've
been
talking
about
census,
tracts
our
ses.
They
won't
guarantee
neighborhood
diversity,
right
and
census
checks.
P
O
So,
dr
tong,
I
appreciate
that.
I'm
not
sure
that
I
follow
how
you
would
use
the
sending
schools.
Where
are
you
where?
How
how
how
would
because
you
mentioned
the
20
and
then
you
mentioned
sending
school?
Are
you?
Could
you
explain
how
you
how
you
would
use
sending
schools
group
by
oi?
What?
Where
would
that
fall
in
the
mechanism.
P
Well,
I
think
it's
it's
a
our
terminology
is
confusing.
P
Then
so
I'm
I'm
talking
about
that
too
and
remember
the
the
texas
top
ten
percent.
R
O
P
I'm
not
talking
yes,
it's
confusing
because
there's
another
thing
on
the
table,
which
is
that
we
have
the
first
20
city-wide
and
the
last
80
in
the
last
year
was
zip
code.
Yeah,
I'm
not
talking
about
that
at
all,
because
in
my
mind
we
we
should
not
go
with
20
city-wide
in
any
mechanism.
Okay
shows
us
that
that's
exclusionary.
P
O
O
So
if
I
understand
correctly,
what
you're
suggesting
is
that
x
percentage
students
that
are
in
the
x
percentage
of
their
class
okay
receive
if
I'm
hearing
this
correctly
would
receive
an
invitation
to
an
exam
school
so
is.
That
is
that
is
that.
O
O
P
O
P
C
Yes,
thank
you,
mr
contemposis,
just
sort
of
going
back
to
to
mr
contemposis
earlier
suggestion,
which
is
akin
to
what
I
was
sharing
on
friday
and
just
ms
sullivan
just
going
back
to
your
to
your
terrific
advice
just
now
about
going
into
the
weeds,
so
I
think,
from
from
I
think
it
would
be
easier
again.
C
I'd
agree
with,
I
would
agree
with
mr
contempos
is
about
viewing
this
in
faith,
viewing
this
deliberately
in
phases.
I
know
that
we're
we're
right.
We've
waded
into
the
conversation
about
mechanisms.
C
My
question
is
mechanisms
for
really
which
year
which
is
actually
material,
because
on
friday
we
we-
I
I
we
sort
of
got
ensnared
by
balling
together
fall
2021,
which
has
real,
which
is
very
just
you
know,
very
very,
I
think,
distinct
from
fall
2022.,
and
I
just
I
am
suggesting
to
use
miss
tong's
language,
which
I
I
concur,
I'm
suggesting
that
maybe
the
easiest
way.
I
know
that
it
would
be
for
me.
I
think
it
I
suggest.
I
also
believe
it
will
be.
C
The
easiest
way
to
get
to
con
to
consensus
is
not
just
to
divide
our
discussion
of
the
mechanisms,
and
you
know
the
the
determination
of
the
applicant
pool
into
these
years,
but
to
get
just
to
see
to
begin
into
phases
rather
into
phases,
but
to
actually
begin
with,
assuming
that
we're
talking
about
fall
2022,
because
I
was
about
to
my
next
question,
sullivan
to
you.
So
everyone,
okay,
everyone's.
What?
C
What
is
everyone's
thoughts
about
the
mechanisms
and
my
response
would
be
well,
which
years
I
think
people
people
may
have
a
different
approach
to
how
we
do
how
we
determine
the
applicant
pool
in
the
fall
of
21
vis-a-vis,
the
fall
of
22,
and
it
might
be
easier
to
bifurcate
those
two.
O
O
D
O
O
Okay,
all
right
question
asked
and
answered
miss
garrett.
O
U
You
my
question
was
I'm
similar
to.
I
appreciate
dr
tong's
thinking
around
trying
to
expand
groups
so
that
they're,
not
so
small
but
related
to
the
concern
about
non-bps
schools.
U
U
We
don't
have
all
of
the
same
access
to
the
same
indicators
that
we
use
for
our
own
opportunity
index,
and
so,
while
I'm
I'm
happy
to
engage
in
conversation
around
school
type
and
thinking
about
things
that
way,
I
would
maybe
push
us
to
think
about
the
percent
of
economically
disadvantaged
students
at
the
school
as
a
proxy
for
opportunity
index
just
so
that
something
could
be
more
normalized
across
school
types.
U
So
if
we
are
thinking
about
some
sort
of
set
aside
for
students,
you
know
reserving
a
certain
number
of
seats
for
students
from
specifically
economically
disadvantaged
schools.
U
I
think
all
of
those
are
possibilities,
but
I
would
encourage
maybe
using
what's
available
from
the
state
for
all
schools
and
putting
it
on
the
independent
schools
to
prove
that
they
meet
that
threshold
which
most
likely
don't.
But
that
would
be
my
suggestion
to
dr
tongs
and
to
push
us
in
the
direction
as
mr
acevedos
mr
acevedo
and
mr
c
suggested
it.
U
It
could
be
a
potential
easy
to
understand
mechanism
for
fall,
22
to
potentially
think
around
think
about
set-asides
for
specific
students
from
school
types
or
something
that
ensures
diversity
in
a
way.
That's
potentially
less
complex
than
some
of
the
other
models
that
we've
been
discussing.
P
D
P
And
so
that's
where
my
mind
went
to
oi,
which
tells
us
a
lot
about
socioeconomic
status
of
students
in
schools
or
the
the
bulk
of
them.
So
I
I
didn't
quite
catch
all
of
what
ms
garrett
said,
but
I
think
you
know
my
proposal
also
includes
you
know
weights
for
some
of
the
indicators
that
that
she
just
noted.
O
Right,
so
if
I-
and
let
me
just
reflect
back
what
I
heard
from
miss
carrick-
which
what
I
heard
her
say
is
where
you
were
suggesting
grouping
schools
by
opportunity
index,
what
she
was
suggesting
is
that,
given
that
we
don't
have
oi
scores
for
non-bps
schools,
her
suggestion
would
be
rather
than
use
the
oi
index
to
use
the
a
part
like
a
poverty
index.
O
So
saying
that
a
school
you
know
is
that
the
grouping
schools
based
on
their
poverty
levels
of
the
students,
okay,
so
versus
using
the
oi,
because
that
would
cover
more
of
the
school
types
that
may
be
sending
school.
Maybe
sending
students.
P
Yeah
or
we
could
just
besides,
the
oi
groupings,
could
have
a
charter
school
group
being
a
metco
grouping.
O
Yeah,
so
I
think
the
challenge
with
that
is:
we
need
to
ensure
that
all
students
from
who
are
boston
residents
are
that
we're
not
treating
them
differently
based
on
the
type
of
school
that
is
sending
them.
That
is
the
challenge
that
we
need
to
not
to
challenge.
You
know
that
is
a
factor
that
we
have
to
be
mindful
of
treating
bps
schools
differently
than
or
grouping
schools
by
bps
non-bps,
that
that
is
an
issue
for
us.
P
Yeah,
I
that
that
sounds
good
to
me
anyway,
of
grouping
sending
schools
that
takes
into
account
ses,
okay
right,
but
I
know
I'm
taking
up
a
lot
of
air
time,
but
my
hand
was
up
because
I
just
want
one
one
other
option
of
groupings
out
there
and
then
I'll
be
quiet.
So
basically
you
know
we
did.
We
used
zip
codes.
P
We
had
31
zip
codes
last
year
and
seats
were
allocated
based
on
the
median
income
of
families
with
school-age
children
of
the
zip
codes
right
so
overall
using
geographic
groupings,
increased
diversity
of
the
invitation
pool
compared
to
the
previous
year,
but
I
think
our
recommendation
could
be
informed
by
and
improve
upon
last
year's
outcomes
and
that's
what
I've
been
trying
to
think
of
ways
to
include
both
neighborhood
and
ses
factors.
And
so
my
second
suggestion
for
us
to
think
about
is
to
combine
what
we
learned
about
census,
tracts
and
and
tears.
P
So
I'm
suggesting
that
we
combine
census
tract
and
tier
information
such
that
students
in
contiguous
census,
tracts
or
census
tracts
in
the
same
neighborhood
of
the
same
tier
compete
for
a
proportionate
number
of
seats.
I
know
it
sounds
complicated,
but
that's
just
because
I'm
at
the
beginning
of
thinking
about
this,
I'm
sure
we
can
make
it
understandable.
O
P
This
takes
into
account
tears
so,
for
example,
okay,
I
think
it's
roslindale
yeah,
that's
mostly
a
certain
tier,
but
there
are
two
pockets
of
lower
tier
of
school-aged
residents
in
a
lower
tier.
We
don't
so.
We
want
to
group
the
two
orange
yeah
and
have
them
in
the
same
pool
for
the
either
the
lottery
or
the
top
10,
and
they
get
seats
proportionate
to
the
number
of
school-age
kids.
O
Rather
than
do
that,
it
would
be
what
you're
suggesting
would
be
to
group
the
to
put
into
a
tier.
O
P
If
we
look
at
a
map,
yeah
and
just
look
at
four
tiers,
yeah
you'll
see
large
swaths
in
the
same
tier.
O
Light
actually
do
we
have
is,
can
monit
one
miss
roberts
or
miss
hogan?
Can
we
grab
one
of
the
maps
and
throw
it
on
the
screen
at
some
point,
that'd
be
super
helpful
to
get
the
visual
on
this,
but
okay.
D
O
We
could
allow
you
to
share
your
screen
if
you
have,
if
you
have
it
up,
do
you
have
your
screen?
Do.
O
Miss
parvax:
can
you
allow
doctor
tongue
to
share
her
screen?
She.
D
V
I'll
just
be
brief,
this
is
solely
a
question
for
ms
garrett.
Miss
garrett.
As
you
were
asking
dr
tong
about
her
proposal.
I
thought
I
heard
you
saying
you
know.
Is
there?
Is
there
a
simple,
straightforward
option
for
families
to
understand
that
involves
some
form
of
low
income
set
aside,
and
I
wasn't
sure
if
you
were
introducing
an
additional
proposal,
but
like
all
the
others,
I'm
all
ears
and
would
love
to
know
you
know,
what's
you
know?
What's
on
your
mind,.
U
Thank
you,
mr
craiger.
I
am
loath
to
introduce
a
new
proposal
on
june
14th,
but
if
we
are
talking
about
phases,
I
guess
I
was
potentially
suggesting
that
a
set-aside
specifically
for
students
attending
economically
disadvantaged
schools
is
a
clear
method
that
could
serve
potentially
as
a
placeholder
for
a
different
mechanism.
So
yeah.
U
I
was
thinking
actually
about
kind
of,
and
I
know
this
is
something
that
was
overturned
legally
some
time
ago,
but
was
thinking
about
the
set-aside
seats
that
used
to
be
in
place
for
the
exam
schools
based
on
racial
identities,
which
we
know
was
not
is
not
passing
muster.
However,
with
an
economic
circumstance
that
is
race,
neutral
thinking
about
something
very
similar
and
setting
the
mark
at
all
three
schools,
so
that
latin
school
included
would
be
affected
in
the
way
that
we
would
want
in
terms
of
neighborhood
diversity,
etc.
U
So
creating
a
a
set
aside
for
I
know
we
talked
that
it's
very
difficult
to
do
individual
family
circumstances,
but
I
don't
know
many.
You
know,
I
think,
if
you
bucket
schools
with
very
high
percentages
of
socio-economically
disadvantaged
students,
I
don't
think
they're
that
many
students
getting
by
in
that
way
and
they're
still
attending
schools
that
were
likely
challenged
disproportionately,
especially
during
this
time.
U
So
that
was
as
far
as
I
got,
with
the
with
the
thinking
back
when
in
the
90s
that
was
the
place.
I
believe
it
was
a
35
set
aside,
but
that
could
certainly
be
different
based
on
current
circumstances
and
the
proportionality
of
the
city.
R
O
U
You
could
potentially
continue
with
the
tier
model
for
those
seats
and
allocate
them
via
ranking
by
tier
still
using
the
census
tracts
or
you
could
do
some
proportion
of
it.
City-Wide
or
you
can
do
the
entire
thing
citywide
and
have
a
larger
proportion
for
economically
disadvantaged
students.
But
I
think
the
tiers
allow
for
more
variation
across
incomes
is
very
important,
and
so
I
wouldn't
want
to
lose.
R
O
No,
I
agree
with
you
on
the
two
because
one
I
know
that
we
spend
a
lot
of
time-
and
I
think
rightly
so-
focused
on
some
of
our
most
vulnerable
students
from
an
economic
standpoint,
but
part
of
diversity
is
ensuring
that
there's
certainly
representation
from
a
socio-economic
standpoint
of
students
who
are
from
wealthier
families.
Like
there's
value
in
that.
So
I
appreciate
the
point
on
the
tears,
because
the
tears
would
help
to
ensure
that
truly
there
is
socioeconomic
diversity
at
every
end
of
the
spectrum.
U
You
could
also
flesh
out
what
dr
dr
tong
suggested
to
the
entire
100
percent
by
grouping
the
schools
in
bands
the
whole
way
or
maybe
do
a
20
city-wide
and
then
do
an
80
grouping
of
schools.
So
you
would
have
schools
with
90
or
higher
economically
disadvantaged
to
have
this
percent
of
seats.
And
then
you
go
in
those
bands
as
well
as
another
option.
U
Exactly
I
was
just
replacing
that,
with
the
data
point
that's
available
to
all
school
types,
but
it's
exactly
what
you
what
you
suggested,
dr
tong.
I
would,
though,
say
before
we
totally
throw
out
the
eight
tiers.
I
would
I
would
ask
what
is
the
problem
we're
trying
to
solve
with
neighborhood
diversity
and
the
eight
tiers,
because
I
thought
that
miss
hogan
modeled,
something
that
showed
neighborhood
diversity
using
the
eight
years
and
miss
hogan's
previous
models
for
our
current
admissions
process
were
very
close
to
actuality.
U
O
O
The
data
the
simulations
that
were
provided
did
not
provide
the
analysis,
vis-a-vis
using
census
tract
data
to
be
able
to
confirm
that
we
are
in
fact
preserving
the
type
of
neighborhood
diversity
that
we
saw
with
the
interim
policy
part
of
the
period
there
and
part
of
the
challenge.
O
Is
you
know,
of
course,
when
we
run
the
simulations,
it's
the
pool
of
students
that
were
the
the
data
that
we're
using
to
run
the
to
run
the
to
run
the
analysis
that
is
presenting
somewhat
of
a
challenge,
if
you
will,
and
so
where
we
are
right
now,
is
working
to
get
additional
data
from
the
bpda
to
be
able
to
run
a
more
rigorous
analysis
between
we
have
the
census
tract
piece,
but
more
rigorous
analysis
on
the
I'm
sorry,
we
have
the
tier
piece,
but
to
run
a
more
rigorous
analysis
on
the
census
track
option
to
be
able
to
more
readily
compare
kind
of
what
each
of
them
will
yield
if
the.
O
If
it
comes
out
pretty
much
even
it's
a
wash
then
at
least
then
perhaps
our
focus
will
shift
more
toward
definitively
looking
at
the
tiers
as
an
option.
If
there
is
some
discrepancy
again
working
to
preserve
neighborhood
diversity,
then
you
know
we
need
to
figure
out
a
way
to
to
work
through
that.
O
U
O
They
are
divided
into
census,
tracts
but
the
way.
But
but
when
we
talk
about
it,
goes
back
to
miss
dr
tong's
point.
You
could
have
east
boston
and
oh
two,
one
two
four
in
the
same
tier,
whereas
if
you
were
just
you
right,
a
census
track
in
east
boston
and
a
census
track
in
o2124
in
the
same
tier.
Whereas
if
you
look
at
solely
census
tracts,
we
had
talked
about
grouping
them.
Contiguously
right,
you'd
be
looking
at
two.
Similarly,
two
similar
census
tracts
within
o2
one
two,
four.
U
Why
are
we
rearranging
the
census
tracts
if
the
model
does
show
neighborhood
diversity
with
the
tracks
as
they
are,
and
if
it's
a
concern
for
potentially
not
giving
enough
priority
or
advantage
to
students
in
lower
income
areas,
could
the
could
the
school
type
potentially
solve
for
that,
as
opposed
to
re-configuring
all
of
the
tiers.
O
It
is
a
possibility,
but
I
think
it
is
important
to
let
the
data
drive
the
decision
and
we're
still
waiting
for
that
data
to
be
able
to
make
the
final
decision
on
that
you
know.
Hopefully
we
will
see
similarities
in
the
data
such
that
you
know
we
can
knock
one
of
these
options
off
the
table
and
maybe
get
from
10
not
known
to
using
get
from
now
five
five
options
down
to
maybe
three
or
four
that
would
be
fantastic.
O
Because
you
could
end
up
with
all
of
the
seats
within
that
tier,
going
to
o2
one
two,
four,
all
right
and
right.
If
the
goal
is
the
neighborhood,
if
the
goal
is
the
neighborhood
well,
if
part
of
the
goal
is
neighborhood
diversity
and
nothing
is
perfect
right,
but
but
but
what
we
know
is
that
it
is
possible
to
have
greater
increased
neighborhood
diversity
and
so
again,
just
making
sure
it
is.
O
It
is
possible
that
when
we
are
able
to
run
the
census
tract
analysis
that
we
get
similar,
it's
not
going
to
be
the
same,
but
we
get
similar
that
is
possible,
but
the,
but
at
least
from
my
perspective,
it
is.
It
would
be
important
to
maintain
as
much
neighborhood
diversity
as
possible
from
the
interim
policy.
O
Yeah,
dr
tong,
then
mr
condom,
actually
mr
condepositos
hasn't
spoken
yet
in
this
round.
So
mr
condeposis,
then
dr
tong.
B
I
would
just
like
to
suggest
that
what
was
introduced
this
evening
as
the
opportunity
index
is
something
that
we've
looked
at.
B
I
think
it
would
be
very
difficult
to
implement
it
for
the
reasons
that
have
been
mentioned,
and
I
also
think
it
would
be
awfully
difficult
to
explain
that
to
a
community
who
has
to
wade
through
all
of
this
in
such
a
way
that
they
understand
the
end
product
so
that
there
have
been
some
additional
issues.
I
think
we
need
to
wait
to
get
that
information
from
city
hall.
B
B
Is
that
any
discussion
around
the
tears,
I
think
somewhere
along
the
line?
I
think
ms
sullivan
you've
raised
the
issue
of
possibly
establishing
a
tear
that
looks
at
homeless,
looks
at
students
that
may
be
under
the
care
of
dcf
and
also
some
of
the
low-income
housing
that
might
be
another
way
of
dealing
with
this.
I
think
miss
carrick
has
offered
yet
another
point
of
view
within
the
eight-tier
system.
B
I
think
we
need
to
really
think
about
the
amount
of
time
we
have
left
to
come
up
with
closure
on
this,
and
talking
about
the
mechanisms
also
requires
us
to
go
back
and
take
a
look
at
the
qualifications
for
the
applicant
pool,
and
so
I
would
just
suggest
that
we
take
a
look
at
the
data
and
then
we
go
back
to
what
has
been
the
topic
of
conversation
since
the
beginning
of
this
process,
and
when
I
raised
the
issue
of
phasing,
I
was
trying
to
address
what
we
could
possibly
do
in
school
year,
23
24
and
then
come
back
to
what
might
be
feasible,
given
the
difficulty
that
many
task
force
members
suggested
were
of
concern
for
the
current
school
year.
B
Much
like
we
did
with
the
gpa
and
I'll
leave
it
at
that.
I
think
we
have
enough
on
the
table
to
consider
without
adding
what
are
complex
issues
like
the
occupational
index
or
the
opportunity
index
and,
as
has
been
made
clear,
the
students
that
whose
parents
have
made
a
decision
to
send
them
elsewhere
are
going
to
have
difficulty
accepting
this
as
being
something
that
covers
their
concerns
as
well.
R
O
B
O
O
Great
so
22,
how
are
folks
feeling
about
22?
What?
Where?
Where
would
you
lean
with
respect
to
an
allocation
of
seats?
We've
got
now
five.
O
You
have
to
qualify
right
using
that
eligibility
criteria
and
then
doing
a
lottery.
Okay.
The
third
that
I
heard
was
an
allocation
of
seats
based
on
essentially
a
student's
ranking
in
their
school,
but
those
schools
would
be
it
wouldn't
be
individual
sending
schools.
It
would
be
within
schools
that
are
kind
of
bucketed
by
their
poverty
in
poverty
socioeconomic
index.
O
So
those
are
the
four
that
seem
to
be
in
play
right
now,
where
we
might
be
able
to
get
some
consensus,
recognizing
that
you
know
we're
not
all
a
hundred
percent
thrilled
with
all
of
the
options,
but
those
seem
to
be
the
four
that
we
might
be
able
to
work
with.
To
get
to
some
consensus
here
is
that
yes,.
B
Yep,
if
I
may
a
couple
of
qualifying
questions
yeah
when
you
mention
the
qualified
lottery.
R
B
O
B
Just
I'm
just
putting
I'm
just
that's
that's
fine
and
then,
when
we're
talking
about
the
allocation
of
seats
for
social
economic
standing,
would
that
include
a
tiered
structure
within
the
tiers?
M
P
I
think
for
any
of
those
options,
whether
it's
lottery
or
ranking,
that
the
grouping
determines
the
number
of
seats
because
they're
they
should
be
proportionate
to
the
size
of
the
sixth
graders
in
that
grouping,
whether
it's
sending
schools
or
census,
tracts
or
tears.
B
Wouldn't
that
mean
that,
if
possible,
that
there
would
be
a
wide
disparity
within
the
tier.
P
And
then
for
whether
we
do
lottery
or
top
x
percent
as
well,
you
either
get
extra
balls
in
the
lottery
or
points
added
to
the
score
for
being
english
learner
or
student
with
disability
or
homeless
or
dude.
B
O
Proportionate
so
you're
suggesting
an
equity
factor
similar
to
what
we
did
with
dr
tong,
similar
to
what
we
did
with
the
zip
code
model.
However,
what
we
put
what
was
presented
to
us
in
the
simulations
was
was
really
equal
distribution
of
seats
across
the
tiers,
so
each
tier
had
the
same
number
of
seats
and
stay
same
roughly
available.
What
you're
suggesting
is
that
tears
would
basically
have
an
equity
factor
based
on
the
number
of
kids
within
that
tier.
U
O
They
were
equal,
remember
because
mr
craiger
had
the
question
about
like
well.
How
come
you
weren't
able
to
get
if
we're
working
toward
equal,
equal
distribution
of
the
speech
across
the
tears?
How
come
we've
got
such
broad
swings
in
some
places
and.
U
It's
I
think
they
work
to
try
to
get
them
so
that
they
didn't
provide
attract
in
half
or
something
like
that,
but
it
is
very
close
to
the
size
of
the
pool
of
number
of
students
in
each
tier.
I
think
it's,
I
think,
they've
got
it
as
aligned
as
possible
size
wise,
so
that
you
could
do
an
equal
number
from
each
one.
So
I
think
the
equity
factor
was
built
into
the
way
that
the
tiers
were
broken
out
so
that
the
size
was
pretty
reflective
of
the
size
of
that
grouping.
T
Okay,
yeah
monica
sent
adjusted
charts
that
ms
parvix
had
sent
to
us.
I
think
a
week
or
two
ago,
okay.
O
O
So
if
there
were
a
lottery
for
me,
it
would
be
important
for
it
to
be
similar
to
like
what
we're
going
through
with
the
tears.
Is
that
it?
You
know
that
that
it
be
along
some
grouping,
whether
it's
tears
or
census
tract,
but
a
city-wide
lottery,
I
think,
puts
at
risk
the
geographic
diversity
I'm
gonna
go
to
mr
chernow,
dr
tung
first
and
then.
W
W
My
question
is:
in
this
proposed
lottery:
would
it
be
based
on
meeting
or
being
above
the
grade
level
yeah,
or
would
it
be
just
in
rank?
It
wouldn't
be
ranking.
Isn't
my
question,
I
guess.
R
O
O
It
would
it
would
be
based
on
being
qualified
for
the
pool,
which
is
the
whole
grade
level.
Conversation
about,
like
you
know,
and
we'll
get
to
that
in
a
moment,
but
you
have
the
student
would
have
to
be
at
or
above
the
grade
level,
as
demonstrated
by
x,
factors
which
we'll
get
to
hopefully
in
the
last
45
minutes.
W
X
I
put
that
on
the
table
several
like
a
week
or
two
ago,
yeah.
W
Yeah,
my
question
is
just
when
we're
looking
at
the
student,
the
pool
of
students
who
have
surpassed
the
at
grade
level
test
or
grade
whatever
that
may
be
when
you
say
lottery.
How
is
that?
What
does
that
look
like?
Is
that
just
pure,
like
put
all
the
names
in
the
hat
and
pick
them
out,
is
that
based
on
ranking
is
that,
based
on
per
school.
X
Yep
I
was
originally
thinking
if
we
were
going
to
do
the
80
20,
so
that,
like
20,
would
be
straight
rank
into
the
schools,
as
we
did
in
our
one
year
plan
and
then
the
rest
would
be
lottery
so
you
had
been.
You
were
one
of
the
students
that
was
invited
like
to
quote
you
qualified,
and
then
you
were
entered
into
the
lottery
and
you
would
potentially
get
a
seat
if
your
number
was
pulled.
R
X
Okay
yeah,
because
originally
we
had
been
talking
about
the
80
20,
so
I
was
thinking
about
like
this
could
be
a
possible
option
for
the
80.
If
we
wanted
to
keep
the
20
as
strength
ranked,
the
top
performers,
top
20
gets,
gets
a
seat.
Yeah.
P
I
can't
I
can't
keep
track
of
all
my
responses,
but
my
proposal
simon,
I
mean
mr
turnout
for
how
the
lottery
would
work
is
once
a
student
is
eligible.
P
They
would
get
a
ball
in
the
basket
and
for
every
category
of
challenge
added
challenge.
The
the
student
would
get
an
extra
ball
in
the
lottery.
P
So
if
you
attend
a
high
poverty,
school
or
live
in
subsidized
housing,
etc,
and
then
a
hundred
percent
of
seats
would
be
allocated,
but,
as
ms
sullivan
clarified
for
me,
yes,
they
would
be
proportionate
to
the
grouping
that
we
end
up
using
whether
it's
sending
school
grouping
census
track.
Grouping
tears.
C
I
wish
I
had
something
more
cerebral
than
I
got
to
offer
at
this
moment,
I'm
going
to
try
to
coat
a
little
bit
great
of
more
gray
matter
around
it
than
just
got,
but
my
so
little
bit
of
institutional
history,
and
it's
not
my
gut
that
I'm
trying
to
check,
but
here
really
the
community,
and
maybe
those
of
you
who
are
closest
to
it,
could
help
articulate
why,
back
in
october,
when
we
were
first
introducing
the
contemporary
policy
that
we're
now
wanting
to
succeed
with
a
permanent
policy,
we
were
very,
very
clear
and
explicit.
C
You
know
when
people
said
well,
you've
introduced
a
lottery.
We
were
one
of
the
points
of
credibility,
for
us
was
no.
No,
no,
no,
you
don't
understand
what
we're
doing
it's,
not
a
lottery,
and
we
were
able
to
just
to
neutralize
a
community
argument
against
the
temporary
policy.
By
distinguishing
it,
we
we
took
pains
to
distinguish
what
we
were
doing
from
a
lottery.
C
I
guess
because
the
lottery
am
I
here,
it
is
it's
just
a
guess
of
people's
gut
just
seemed
very
arbitrary
and
and-
and
that
seems
to
also
resonate
with
a
lot
of
the
pain
that
we
are
hearing
from
members
of
the
public
who
have
been
making
public
comments
still
even
to
this
day
erroneously
referring
to
our
policy
as
a
lottery
even
now,
even
now,
so
I
I
don't
see
the
sense
and
saying
actually
you
were
right
the
whole
time.
C
You
were
right,
the
whole
time,
it's
it's
actually
a
lottery
and
especially
if
there
are
other
somehow
it
does
not
somehow
it's
like
you.
You
know
it's
alka-seltzer
to
the
gut
of
the
community,
particularly
the
community,
the
corners
of
this
community,
rightly
or
wrongly,
that
must
yield
some
of
their
privilege
in
the
name
of
equity,
it's
harder
for
them
to
do
so
when
the
mechanism
is
a
lottery
and
if
we
have
other
mechanisms
that
are
that
seem
much
more
thought
out
less
an
item
of
you
know.
C
It
might
be
easier
for
the
community
to
to
bear
all
of
so
that's
my
gut
tonight,
especially
if
we
find
other
ways
that
get
to
the
same
thing.
You
know
racial
and
economic
diversity
without
without
employing
an
outright
and
deliberate
mechanism
of
a
lottery.
Y
Y
I
I
don't
really
kind
of
fully
agree
with
that,
and
also
I
wanted
to
comment
a
little
bit
on
dr
tan's
idea
that,
from
my
point
of
view,
if
it's
a
lottery,
it's
a
lottery.
Y
You
know,
but
when
you
start
adding
extra
balls
on
the
on
the
basket
for
for
qualifiers,
it
is
not
a
lottery
anymore.
So,
if
we
are
gonna
be
adding
qualifiers,
we
may
as
well
go
with
the
other
systems
that
we
are
proposing,
the
the
ses
or
the
the
tiers
or
something
else,
because
a
lottery
is
a
lottery.
I
mean
it's
like.
You
have
the
ball
and
that's
it.
W
Thank
you.
I
would
just
like
to
quickly
go
back
to
the
point
that
mr
acevedo
was
raising.
I
wouldn't
necessarily
call
it
arbitrary
only
because
of
the
fact
that
that
involves
it
being
completely
random
when
the
students
that
we
are
taking
our
quote-unquote
lottery
from
have
all
demonstrated
that
they
are
proficient
or
at
grade
level.
So
they're,
not
we're
not
just
picking
every
student
they've.
Every
student
that
is
being
chosen
from
has
already
demonstrated
that
they're
quote
unquote
ready
for
an
exam
school,
so
I
wouldn't
necessarily
use
I
don't.
T
Miss
garrett-
I
will
just
say
I-
I
am
also
hesitant
on
the
lottery
idea,
only
speaking
as
a
parent
and
having
gone
through
the
lottery
process
early
on
with
school
selection.
To
begin
with,
I
there's
a
lack
of
transparency
with
the
lottery,
and
I
don't
know
if
it's
just
by
nature,
because
it
is
a
lottery
it's
chance,
but
it
is
it.
It
was.
T
It
was
very
hard
to
understand,
even
though
it's
probably
a
very
simple
process,
and
I
would
say
that
if
we
can
be
more
thoughtful
and
deliberate
and
transparent
about
our
considerations
that
may
go
over,
that,
that
may
be
a
better
way
to
communicate
with
the
community
than
going
back
to
a
lottery
system
for
the
exam
schools.
O
Okay,
all
right.
Miss
garrett.
U
Thank
you.
I
I
shared
the
concerns
that
mr
acevedo
and
mr
geary
and
miss
lam
mentioned,
but
I
I
do
respect
mr
churno's
point
that
it's
not
a
random
process
that
there
would
be
some
sort
of
eligibility
threshold
with
the
proposal
of
a
lottery.
I
think
from
the
parent
perspective.
U
However,
as
long
as
that
pool
is
bigger
than
the
number
of
seats,
it
will
feel
arbitrary,
and
I
think
that,
especially
for
this
class
coming
in
while
they
are,
of
course
expecting
some
adjustments
through
covid
through
what
we
just
came
through,
etc
it.
It
is
a
very
dramatic
departure
from
what
families
have
been
expecting,
and
I
don't
know
if
it's
necessary
to
arrive
at
the
diversity
that
we
seek.
U
For
me,
the
only
place
where
I
think
there
is
potential
to
think
about
some
level
of
lottery
would
be
for
the
students
who
are
already
invited
to
the
exam
schools
and
the
order
that
they
might
have
in
terms
of
choosing
their
schools
so
meaning
if
there
were
a
thousand
seats
and
the
thousand
students
were
selected
into
those
seats.
Potentially,
there
could
be
some
room
for
the
order
that
they
get
to
pick
amongst
the
three
exam
schools,
and
I
say
that
with
the
awareness
that
boston
latin
academy
is
an
extremely
diverse
school.
U
John
d
o'brien
has
more
black
and
brown
students
than
the
district
as
a
whole.
We
are
here
four
hours
a
week
because
of
boston
latin
school,
and
even
if
we
took
the
three
exam
schools
as
they
existed
now
and
diversified
them
equally
across
the
three
schools,
I'm
not
even
sure
we
would
be
spending
this
much
time,
and
so
the
order
that
students
do
get
to
select
the
schools
does
make
a
difference,
and
so
in
that
way
I
am
open
to
that
conversation.
U
But
I
am
extremely
concerned
about
about
this
actually
wearing
my
parent
hat
more
than
my
head
of
school
hat.
Because
to
mr
chernow's
point
we
we
would
any
any
student
who
is
grade
level
ready
is
any
student
who
is
grade
level
ready
there.
You
know
it.
It
doesn't
matter
to
me
as
a
school
leader
but
as
a
resident
of
boston
and
parent
and
listening
to
the
public
comment
as
we
have.
I
do
have
significant
concern
about
a
lottery
in
the
method
that
has
been
described.
B
I
think
miss
carrick
echoed
my
opinion
as
well
as
I
could.
The
100
lottery
also,
I
think,
would
create,
as
I
think
mr
acevedo
was
trying
to
get
across
even
more
of
a
reaction
in
the
city
than
we
really
should
be
thinking
about,
and
we
should
be
thinking
about
the
impact.
B
There
is
a
way
to
get
around
this,
and
I
think
we
have
a
couple
of
opportunities
to
discuss
it
further,
but
I
for
one
would
like
to
suggest
that
the
100
lottery
for
everyone
who
has
qualified
in
the
applicant
cool
simply
using
the
trade
point
grade.
Point
average
raises
the
issue
again
of
simply
using
the
gpa
as
the
sole
criteria,
and
we
do
have
evidence
that
that
can
be
utilized
incorrectly.
B
B
O
O
T
I
would
like
to
say
that
if
we
can
create
a
process
that
allows
us
to
assign
to
fill
untaken
seats,
so
invitations
have
been
extended,
people
have
decided
they
want
to
move
their
kids
to
private
school
or
moving
out
of
the
district.
There
are
seats
available.
I
would
be
open
to
a
lottery
for
those
seats.
P
P
The
reaction
in
the
city
is
already
huge
and
for
me,
we're
working
towards
justice
and
equity
and
justice
aren't
the
same
thing
and
justice
to
me
means
breaking
down
the
structures
that
maintain
inequity
and
exam
schools.
Do
that
and
so
the
lottery
as
we've
talked
about
in
other
meetings,
you
know
takes
away
the
shame
the
embarrassment
that
students
feel
it
takes
away
the
feeling
that
some
students
are
better
than
others,
whether
and
it's
not
good
for
the
winners
or
the
losers
to
have
that.
P
It
mitigates
all
of
the
gaming
that
comes
with
privilege.
It
mitigates
stereotype
threat
and
it
takes
pressure
off
teachers
and
administrators
around
great
inflation.
You
know
if
we
have
a
test
teaching
to
the
test,
etc
and
with
a
lottery
we
can
still
meet
our
charge.
R
O
How
do
we
feel
about,
or
can
we
get
some
consensus
here
around,
including
in
our
discussion
on
wednesday,
the
2080
recommendation,
whether
that's
20,
you
know
whether
the
80
is
census
tracts
or
it's
tears?
Do
we
have
consensus
to
include
that
as
one
of
the
proposals,
or
is
there
an
objection
to
including
that,
as
one
of
the
proposals
can
we
can
we
be
comfortable
with
that
being
on
the
table
as
part
of
our
presentation.
O
O
O
The
what
we
haven't
talked
about
is
this
proposal
around
top
x
percentage
of
students
at
each
of
the
let's
say:
groupings
of
schools
by
socioeconomic
status,
socioeconomic
indicator,
so
top
x
percent.
Yes,
miscarriate.
U
I
might
suggest
that
you
would
arrive
at
the
same
thing
by
still
considering
it
to
be
rank,
especially
if
the
schools
were
typed,
so
I
I'm
I'm
still
not
sure
what
top
x
percent
means.
If
we
have
a
fixed
number
of
seats
by
let's
say
there
were
10
tiers
of
school
type.
U
I
I
think
one
it's
easier
to
understand
and
two
it
gets
away
from
this
idea
of
class
rank
in
fifth
and
sixth
grade.
I
think
it's
a
broad
enough
number
of
students
to
bucket
so
that
it
doesn't
eliminate
the
potential
of
two
students
from
a
very
small
school,
both
getting
a
seat,
but
it
still
ensures
diversity
of
school
type.
But
I
I
still
can't
get
my
head
around.
What
the
top
x
percent
would
mean.
O
U
Ranked
a
ranked
order,
I
know
we
haven't
selected
the
criteria
yet,
but
replacing
the
tiers
basically
with
school.
Tears
sounds
similar
to
what
dr
tong
is
describing
I
just
uncomfortable
or
or
maybe
not
even
uncomfortable.
I
don't
fully
understand
the
implementation
of
a
top
x
percent,
especially
once
we
group
students,
so
I
think
you
could
arrive
at
a
similar
diversity
of
neighborhood,
school
type,
etc.
N
U
Did
I
know
I
did
want
to
mention,
though,
that
I
know
there
are
a
wide
variation
of
opinions
around
the
exam
schools
on
this
task
force,
but
I
do
believe
it's
an
overreach
of
our
charge
to
to
put
in
our
decision
making
the
idea
that
exam
schools
are
part
of
the
landscape
or
what
I
heard.
What
I
heard,
dr
you
do
say
dr
tong,
is
that
part
of
your
advocacy
of
the
lottery
is
that
exam
schools
are
antithetical
to
an
equity
or
justice
system,
and
I
completely
understand
and
respect
that.
U
That's
the
belief
of
many.
However,
I
I
do
not
think
that
we
were
asked
to
address
the
existence
of
exam
schools,
as
they
are
currently
structured
in
the
city
as
part
of
our
charge,
and
I
do
think
that
we
have
shown
through
the
one-year
policy
and
can
show
through
our
continued
work
together,
that
we
can
arrive
at
a
more
diverse
student
body
without
exacting
those
very
varied
opinions
on
our
policy.
It
feels
beyond
what
we
were
asked
to
do,
and
I
just
wanted
to
mention
that.
O
So
I
appreciate
you
saying,
sharing
your
opinion
in
perspective,
ms
garrett,
but
I
actually
appreciate
having
an
understanding
of
philosophically,
where
all
of
our
members
stand
on
these
schools,
because
it
from
from
my
perspective.
It
helps
me
to
better
understand
why
dr
tong
may
present
a
particular
recommendation,
vis-a-vis
what
you
or
mr
contemposis
might
present
right
and
so
have
so.
O
I
actually
deeply
appreciate
and
respect
the
fact
that
dr
tong
and
others
apologies
dr
tung,
for
stating
your
name
explicitly,
but
but
that
members
of
the
task
force
have
trusted
us
as
a
group
and,
quite
frankly,
the
world
at
this
point
with
their
you
know,
with
their
thinking
philosophically
ideologically
around
these
schools,
because
I
think
it
presents
the
opportunity
for
deeper
understanding,
as
it
relates
to
recommendations
that
people
may
present.
So,
mr
contemposis,
your
hand
is
raised,
then
miss
grassa
and
miss
aguirre.
B
Yeah
you're,
not
I
I
doubt
whether
anybody
is
going
to
appreciate
what
I'm
going
to
say.
But
it's
you
know
I
I
keep
hearing
the
charge,
I'm
not
underestimating
the
importance
of
ensuring
that
students
have
access
to
the
three
exam
schools,
I'm
not
here
to
dismantle
the
exam
schools.
B
That's
not
our
charge
plain
and
simple,
and
that
may
be
my
philosophical
appoint
point
of
view.
But
folks
you
know
we
made
we.
We
made
tremendous
strides
with
trying
to
address
some
of
the
faults
of
the
system
in
the
60s
and
70s,
and
the
80s
and
we've
made
strides
with
the
interim
proposal
that
we
put
in
place.
Q
B
As
ms
carrick
has
indicated,
this
is
not
a
topic
around
latin
academy
and
the
o'brien.
It's
a
topic
around
latin
school
and
everyone
is
entitled
to
have
an
opinion
around
dismantling
exam
schools,
but
that's
not
what
we're
charged
with.
We
were
charged
with,
ensuring
that
as
many
students
as
possible
have
access-
and
we
can
continue
to
do
that,
but
not
at
the
expense
of
suggesting
that.
Just
because
I
do
not
like
exam
schools,
I
want
to
eliminate
them.
That's
not
our
charge.
Folks.
O
So
this
is
what
I'm
going
to
do.
Is
I'm
going
to
call
a
timeout,
because
we
are
now
going
to
get
into
a
debate
that
is
not
going
to
get
us
to
achieving
our
objective?
Okay,
okay!
So
let's
get
back
on
track
here
to
talking
about.
I
think
the
the
the
the
idea
for
mechanism
that
we're
talking
about
in
this
moment
is
this
one
around
and
it's
x
percentage,
and
I
I
heard
miss
carrick
kind
of
your
thinking
around
that.
O
But
again,
the
recommendation
that
is
on
the
table
is
that
and
for
the
sake
of
conversation,
if
this
might
make
this
easier
for
people
to
understand
that
you
know
if
a
student
is
in
the
top
15
percent
or
top
10
of
their
applicant
pool
from
their
sending
school
right,
that
they
would
receive
an
invitation
to
an
exam
school
and
in
order
to
address
the
concern
about
smaller
schools
or
smaller
classes,
that
we
would
group
that
there
would
be
some
grouping
of
schools
similar
to
what
we're
seeing
with
the
tiers,
but
that
it
would
be
grouping
of
schools
to
it
to
to
address
the
concern
about
the
smaller
class
sizes.
O
Okay,
the
question
for
us
is
in
this.
This
is
the
question
not
whether
that's
this
should
be
the
policy.
The
question
is
whether
this
should
be
one
of
the
recommendations
that
we
share
with
the
school
committee.
We
one
of
the
recommendations
we
will
tell
the
school
committee
we
are
still
considering.
D
X
Ahead,
I
want
to
speak
on
behalf
of
students
and
I
think,
if
we're
thinking
about
a
policy
on
behalf
of
our
students,
it
is
a
policy
that
could
achieve
all
of
our
goals,
and
would
it
be
pitting
students
against
students
and
who's,
smarter
and
who's,
not
based
on
frankly,
whatever.
It
is
right
now,
one
test
on
one
day
of
real
life
or.
O
I
X
R
Y
And
I
I
was
thinking
that
since
we
have,
as
you
say,
we
have
spent
20
minutes
talking
about
the
lottery,
and
I
think
that
quite
a
few
of
the
people
who
spoke
about
it,
we
are
not
really
in
favor
of
it.
Maybe
it
will
be
more
efficient
before
we
move
to
something
different
used
to
have
a
quick
round
and
to
see
like
how
many
people
will
be
in
favor
of
considering
the
lottery
as
a
proposal
and
who
will
not-
and
maybe
that
could
clarify
if
this.
Y
Y
O
O
O
So
mr
contemposis
and
miss
carrick
object
and
mr
acevedo
objects?
Okay
and
miss
aguirre
objects.
So
four
people
object
to
including
a
lottery
as
part
of
the
conversation
that
leaves
the
majority
comfortable
with
including
it
as
part
of
the
conversation
okay.
So
we
will
include
it
as
part
of
the
conversation
on
wednesday.
O
Okay,
that
said,
second
part
of
my
question
is:
if
it
is
since
it
will
be
included
as
part
of
the
conversation,
then
the
question
becomes
in
what
way
is
it
for,
and
we
have
two
potential
ways
to
include
it
either
as
part
of
the
initial
seat
allocation
process
right.
The
mechanism
for
seat
allocation,
which
would
be
we've,
got
all
of
our
all
of
the
young
people
who
have
qualified,
whether
that
is
assessment,
gpa
essay,
whatever
whatever
we
determine
right
or
whatever
we
end
up,
recommending
right,
so
the
qualified
in
the
pool
okay.
B
B
D
O
O
Okay,
so
of
those
two
can
we
get?
Is
there
a
preference
rather
than
just
throw
this
over
the
hill?
I
would
love
to
be
able
to
kind
of
give
a
little
bit
of
a
narrower
scope
for
not
only
the
school
committee
to
react
to,
but,
quite
frankly,
our
city
at
large,
so
lottery,
everybody
citywide
lottery
within
some
grouping
of
tracks
or
whatever.
W
R
R
C
I
I
would
prefer
the
latter
yeah
if
we
must
include
lottery
at
all.
Frankly,
even
more
specific,
if
we're
going
to
include
the
lottery
at
all,
it
would
be,
as
miscarried
suggested,
to
distinguish
between
those
who
have
been
invited
to
the
pool
and
to
distinguish
perhaps
which
schools
you
know
of
all
things,
all
things
being
equal
they
would
be
assigned
to,
but
that
would
be
a
version,
wouldn't
it
what
you
were
talking
about.
C
So,
however,
it
is
that
you
want
to
distinguish
between
your
first
choice
and
your
second
choice.
I
don't
know
if
you
want
us
to
raise
our
hands.
O
So
let
me
say
this:
is
there?
Is
there
because
I'm
looking
at
the
heads
nodding-
and
it
sounds
to
me
like
the
preference-
would
be
some
sort
of
grouping,
whether
it's
by
tier
or
census,
tract
or
school
right,
but
but
that
the
preference
would
be
not
to
have
an
at-large
lottery
if
or
to
present
as
an
option.
An
at-large
lottery
is
what
I
hear.
That's
what
I'm
seeing
thumbs
up,
I'm
seeing
heads
nodding,
so
we
will
include
lottery
that
is
within
some
grouping,
so
it
wouldn't
be
at
large.
T
T
O
What
assignment
so,
let's,
let's
tease
that
out,
so
that
everybody's
on
the
same
page
so
lottery
for
assignment,
would
be
your.
For
example,
you're
in
your
tear,
you've
qualified
you're,
broken
into
your
tear
everybody's
in
the
in
the
little
thing
in
the
bucket
and
your
number,
your
name,
pops
up
and
that's
lottery
for
your
choice.
D
T
First
right
right,
so
you
could
do
it.
I
mean
you
could
get
into
the
weeds
of
how
you
want
to
do
school,
see
school
assignment
by
lottery,
but,
generally
speaking,
all
the
students
who
have
been
selected
for
invitation
gets
thrown
into
a
pool.
You
can
throw
them.
You
can
pull
out
each
one
and
whoever
go.
You
know.
Whoever
gets.
The
first
pick
gets
their
first
choice
and
you
keep
going
down
the
road
so.
T
Because
I
guess,
if
there
are
more
people
choosing
bls
than
the
other
two
schools,
then
if
you
don't
use
a
lottery
for
rank
for
for
assigning
the
school
that
they
will
go
to,
you
could
have
a
number
of
students
who
chose
bls
as
their
top
choice,
not
getting
in
because
of
rank
right.
O
O
My
understanding
on
this
was
that
you,
students
are
qualified,
whether
that
is
a
cutoff
of
a
b
or
better
or
it
is
by
some
ranking.
We
have
yet
to
get
there
right,
but
you're
in
the
pool
and
then
you're
put
into
your.
For
the
sake
of
this
conversation,
your
tier
right,
so
you've
got
500
kids
in
that
tier.
T
T
So
you
have
500
students
who
qualify,
then
you
would
pick
if
there's
only
a
hundred
seats
available.
Let's
say
you
rank
those
500
students,
the
top
100
are
automatically
invited
yep,
but
within
that
100
you
throw
them
into
a
lottery
and
figure
out
which
school
they
go
to.
Okay,
okay,
that
is
so
it's
not!
T
I
I
don't
know,
I'm
just
saying
that
if,
if
the
idea
is
not
to
if,
if
school
choice
heavily
favors
bls-
and
there
are
not
enough
seats
at
bls
for
all
of
the
options
or
not
all
bls
top
choice,
students
can
get
into
bls
a
lottery
for
school
assignment,
whether
you're
going
to
bls,
o'brien
or
bla
could
be.
O
U
Thank
you.
I
miss
llamas
correct
that
I
was
referring
to
a
lottery
for
assignment
and
not
for
selection.
I'll.
Try
to
give
an
example
for
clarity
yeah.
If
there
is
an
eligibility
threshold.
R
U
So,
yes,
two
totally
different
systems.
I
would
definitely
not
support
using
both.
At
the
same
time,
that's
basically
doubling
the.
U
I
understand
the
objection
to
the
word
arbitrary,
but
it's
it's
doubling
the
chance
of
the
process
to
use
a
lottery
on
selection
and
then
another
lottery
on
assignment.
So
I
asked
the
folks
who
actually
are
recommending
lottery
for
selection.
They
would
still
need
to
develop
a
mechanism
to
do
what
I'm
describing,
which
is
to
rank
the
students
to
allow
them
to
choose.
Maybe
they're,
suggesting
that
that
should
also
be
lotterized.
O
So
to
me,
that's
too
complicated
and
I
just
want
to
make.
I
want
to
go
back
to
something
that
mr
contempos
has
shared
at
the
beginning.
We
got
us
whatever
is
proposed
it
like.
I,
we
there's
this
task
force
is
filled
with
brilliant
minds,
and
you
know
we
I'm
sure
we
are
able
to
come
up
with
probably
the
most
complex
intricate
selection
process
that
will
yield
phenomenal
results.
O
That's
the
transparency
piece.
We
got
to
simplify
this
thing,
so
if
it's
a
lottery
that
we're
recommending
I'm
just
gonna
put
on
the
table
like
for
a
lottery
if
a
lottery's
on
the
table,
what
I
would
be
comfortable,
including
as
part
of
the
conversation
on
the
table
for
wednesday,
is
qualified
pool.
O
O
B
O
O
R
O
O
C
Well,
for
whatever
matters
and
again
like
you
said,
I've
been
sharing
this
with
many
brilliant
minds
here.
I
I
my
gut,
feels
more
comfortable
with
this
socio-economic
set-aside,
with
the
huge
proviso
that
we
could
do
so
within
constitutional
muster.
C
So
if
we
could
achieve
constitutional
muster
for
some
sort
of
socio-economic
race,
neutral
set-aside,
I
would
prefer
that,
particularly
in
the
boston
public
school
district,
with
such
a
broad
diversity
of
sending
schools,
as
has
been,
you
know,
reference
all
our
conversations
about
that
so
yeah,
but
it'll
be
a
long
night.
You've
got
about.
You
know
seven
minutes
to
seven
to
do
that
with
what
you've
just
done
with
me
with
everybody
else.
Yeah.
D
C
P
I'm
not
sure
I
know
know
what
you
mean
by
economic
set
aside
and
is
there
precedent
for
it?
Have
we
studied
other
places
that
have
done
that?
I.
D
P
O
U
I
haven't
studied
other
districts,
I'm
just
most
familiar
with
and
and
the
set
aside
policy
that
you
know
I
attended
bls
under
back
in
the
day,
and
I
know
that
the
the
reason
for
that
you
know
for
that
change
was
due
to
a
legal
challenge
where
it
was
determined
that
it
could
not
be
done
for
racial
set-asides.
U
So
my
question
was
even
I
wasn't.
O
So
would
I
super
helpful,
so
I
know
mr
keating
is
on
the
line.
I
would
ask
perhaps
if
we
could
take
a
look
at
whether
using
a
socioeconomic
set-aside
would
be
legally
permissible.
O
I
I
don't
know
that
there
are.
You
know.
We've
many
of
us
have
spent
years
researching
this
topic.
I
have
not
come
across
in
the
years
that
that
that
we've
been
studying
this
topic,
this
type
of
set
aside,
and
so
I
don't.
I
don't
know
whether
this
goes
to
mr
acevedo,
to
your
point,
I
I
don't
know
whether
it
would
kind
of
pass
the
legal
muster
that
we
needed
to
pass.
O
U
Think
if
it
were
by
no,
I
mean
I
mean,
I
think
it
would
have
to
be
modeled
like
anything
else,
but
if
the
schools
yeah,
I.
O
So
for
wednesday,
my
only
so
so
this
is
this
is
what
where
I
will
weigh
in
right.
I
certainly
think
this
idea
miss
carrot
that
you
raise
is
an
intriguing
one.
O
It's
newly
introduced
today
and
I'm
not
sure
we
have
the
not
just
the
general
information
but
the
data
we
need
in
order
to
include
it
at
this
point
in
time
with
the
time
we
have
left,
because
whatever
we
present
should
be,
must
be
well
researched
and
data
driven.
So
that's
my
that
is
truly.
My
only
has
a
hesitation
at
this
point
and
including
in
keeping
it
on
the
table.
O
I
see
what
you're
saying
so,
okay,
so
right!
So
what
do
you
understand
that
question.
U
I
do
you
can
do
the
operation
several
ways
you
could
rank
the
entire
applicant
pool
if
we
had
criteria
that
allowed
you
to
rank
and
you
could
go
and
fill
the
economic
set-aside
seats
first
so
that
those
students
fill
the
seats.
And
then
you
go
back
to
your
tiers
or
you
go
back
to
whatever
grouping
method
and
continue
to
fill
the
seats
in
that
way.
U
B
B
People
would
understand
that,
and
you
know
a
lot
of
this
obviously
is
going
to
be
dependent
on
all
we
can
say
wednesday
is
that
there
will
be
a
qualified
applicant
pool,
and
so
we've
spent
a
couple
of
hours
going
over
additional
things.
B
O
So
what
I
hear
you
suggesting
is
what
I
hear
you
suggesting
is
essentially
not
to
include
as
a
recommendation
the
s
these
last
any
either
of
these
last
two,
the
set
aside
for
socioeconomic
or
the
x
percentage,
but
rather
to
present
an
80
20
option
or
an
option
that
had
which,
with
the
80
straight
rank
within
the
tiers,
as
we've
talked
about
or
an
80
20
option
where
within
the
80,
which
is
you
say,
70
percent
was
straight
rank
and
then
30
lottery.
R
B
And
so
that
can
be
explained
it
can
be
put
out,
so
even
the
globe
gets
it
and
we
might
be
able
to
move
forward.
It's
not
going
to
it's
it.
You
know
and
and
again
I'll
leave
it
at
that,
but
it
can
be.
That
comes
back
to
how
are
we
going
to
suggest
this
and
I
think
15
minutes
ago
we
talked
about
in
some
sort
of
grouping.
B
V
O
So,
okay,
so
let
me
recap
where
what
I'm
hearing
and
correct
me
if
I'm,
if
I
don't
get
this
right
2080,
but
I'm
hearing
three
options
for
the
80.,
I'm
hearing
the
80.
O
O
O
C
Is
11
actually
have
a
question
not
for
you,
but
for
my
esteemed
colleagues,
I
really
appreciate
I've
appreciated
hearing
the
distinctions
this
has
been.
What
has
helped
me
just
appreciate.
It
is
that
it's
actually
been
diagonal
that
we've
had.
You
know
different
groupings
here,
actually
prefer
be
able
to
distinguish
to
you.
C
You
know
the
the
use
of
tears
versus
the
zip
codes
or
the
80
20,
or
even
viewing
the
tiers
and
the
date,
given
the
data
that
we've
we've
seen
from
the
potential
of
the
tiers,
as
perhaps
as
a
mechanism
to
replace
what
we
were
doing
with
the
80
20.
C
and
I'd
and
I'd
love
to
hear
more
illumination
from
that
from
precisely
that
from
from
this
group.
Maybe
those
are
it's
a
reason
why
your
wheels
are
turning,
but
you
know
some
days
back
the
conversation
about
distinguishing.
O
C
O
S
C
T
So
I'm
actually
hearing
kind
of
still
three
options.
One
is
an
80
20
option,
so
the
the
the
given
the
the
common
denominator
amongst
all
three
options,
is
the
tiers
whether
they're
census
tracts
social
whatever,
so
that,
like
you,
all
of
the
options
would
be
grouped
by
tiers.
The
first
option
is
the
80
20,
where
the
80
can
be
divided
up,
as
you
suggested.
T
R
O
T
T
O
So
again,
I
want
this
to
be
simple
for
people
right
right.
So
let
me
let
me
repeat
what
I
stated
initially
so
option
one
and
I'm
not,
including
for
the
sake
of
this
conversation,
sam,
what
sam
just
put
on
the
table,
I'm
just
restating
what
I
initially
s.
What
I
said
about
five
minutes
ago
option
one
would
be
twenty
percent
allocated,
city-wide,
based
on
a
straight
rank.
O
O
T
O
B
R
I
B
Right
one
way
to
choose
the
order
is
by
100
lottery
in
all
of
the
tiers.
I
think
that's
what
I
hear
you
saying,
and
the
third
is
our
70-30
model.
T
O
T
O
O
U
And
I
propose
what
I
heard:
that
gets
it
down
to
three
with
an
asterisk.
U
I
don't
know
if
we
can
get
it
lower
than
three
with
an
asterisk.
I'm
feeding
my
child
popsicles,
trying
to
get
through
this
meeting
he's
on
his
last
leg,
y'all,
there's
a
ranked
by
tears,
there's
lottery
by
tears
and
there's
hybrid
by
tears.
Yes,
indeed,
any
of
these
three
models,
you
can
choose
to
do
a
city-wide
pull-out
or
not.
R
O
O
O
O
We
have
this
conversation
around
absolute
score
versus
growth.
We
have
if
and
if
an
assessment
is
to
be
included,
and
we
have
this
discussion
around
additional
kind
of
factors.
So,
whether
we're
talking
about
it,
you
know
we're
talking
about
educator,
validation
or
it's
some.
You
know
kind
of
a
student
choice
in
terms
of
how
they,
you
know
something
that
they
might
want
to
include
to
give
a
more
holistic
perspective
of
view
of
who
they
are
behind
the
numbers,
so
to
speak.
O
I
see
dr
chung,
I
see
your
hand,
but
just
give
me
one
second,
so
those
are
two
major
significant
questions
that
we've
got
to
wrestle
with
in
our
next
couple
of
meetings.
My
question
is
because
I
want
to
get
this
off
the
table.
If
possible,
we've
heard
a
number
of
we've
heard
from
the
experts.
O
Academics,
we've
heard
from
you
know,
exploring
kind
of
what
other
school
districts
do
with
respect
to
these
schools,
and
we've
also
heard
in
public
comment
a
concern
about
using
grades
alone.
O
O
O
I'm
just
trying
to
get
to
it's
trying
to
understand
what
you
know
make
it
plain
where
we,
where
we
agree
that
they'll
be
that
it
will
not
just
be
because
we've
come
to
that
consensus
around
grades.
So
I
want
to
send.
I
want
to
be
clear
with
our
you
know,
with
parents
and
educators
and
family
and
stakeholders
who
are
watching
that,
although
we've
come
to
consensus
with
respect
to
grades
that
as
a
task
force,
we
are
looking
to
have
other
qualifying
factors.
P
Well,
to
answer
your
question,
I
I'm
not
sure,
because
I
don't
know
that
we've
come
up
with
any
other
things
that
could
go
into
the
decision
besides
grades,
and
I
was
fine
with
grades
from
multiple
subjects
in
multiple
years.
Z
T
We've
stated
many
times
that
ela
and
math
is
the
consistent
class.
Given
five
days
a
week
in
lieu
of
mcas
scores.
Are
we
so?
This
is
a
phase?
One
question:
are
we
able
to
use
students
final
exams
in
math
and
ela
in
six
in
sixth
grade
as
a
criteria
for
phase
one.
O
So
miss
lum.
We
resolved
this
matter
on
friday,
so
I
live
so,
as
I
understand
it
out
of
coming
out
of
friday's
meeting
what
we
so
I'm
not
trying
to
bring
up
the
gpa
conversation
again.
What
we
agreed
to
on
friday
was
that
for
this
upcoming
selection
year
as
it
relates
to
gpa
only
gpa.
O
I
understand
that
I'm
just
going
to
restate
what
we
agreed
to
on
friday
was
that
for
this
coming
fall,
we
would
consider
that
that
it
would
be
gpa.
It
would
be
grades
from
the
first.
It
was
the
first
and
second
quarters
or
the
first
trimester,
depending
upon
how
the
school
does
their
grades
for
sixth
grade
el
all4
ela
math
social
studies
and
science.
That
was
the
agreement
on
friday
and
that.
T
O
So
then
we
need
to
next
not
tonight,
but
in
our
upcoming
meetings
we
need
to
make
a
decision
about
what
those
additional
factors
will
be
and
the
and
the
factors
that
are
that
have
been
on
the
table
for
our
consideration
are
in
a
assessment,
educator
validation
and
some
sort
of
like
student
choice,
whether
it's
a
student
work,
whether
essay
or
writing
sample
or
something
of
that
or
video.
O
I
think
I
heard
someone
make
a
recommendation
on
that,
but
we
need
to
make
a
determination
on
what
those
additional
criteria
will
be
for
qual.
You
know
for
to
go
alongside
the
gpa.
T
Right
so
so
again,
my
my
suggestion
is,
which
is
for
phase
one
is
looking
at.
I
don't
know
it
was.
It
was.
Was
it
sixth
grade
or
fifth
grade
and
cass
that
used
to
be
that
we
we
used
fourth
grade
mcas
this
last
year
we
talked
about
not
the
mcas,
not
being
an
assessment
for
consideration
because
of
the
lack
of
consistency
with
regards
to
mcas
even
being
delivered
and
being
taken.
T
But
from
what
I
understand
every
student
in
fifth
in
fifth
grade,
they
still
had
an
ela
and
a
math
final
exam.
So
could
we
not
look
at
final
exams
or
they
did
not?
That's
when
I
guess
I'm
asking
if
there,
if
there
isn't
a
final
exam
given
in
fifth
grade
for
math
and
ela,
that
could
be
used
in
combination
or
as
a
filter
or,
however,
we
decide
to
use
it
with
gpa.
T
T
O
Grateful
to
the
task
force-
and
I
know
mr
contemposis
is
as
well
that
we
were
able
to
make
some
decisions
here
to
narrow
this
thing
down.
Okay,
I
think
that
we
are
moving
we're
we're
moving
forward
right,
we're
not
making
lateral
moves
here,
we're
not
moving
backwards.
We
are
moving
forward,
which
is
always
in
this
work
kind
of,
at
least
for
me,
that's
what
I'm
looking
to
do
is
like.
Are
we
moving
forward?
O
Okay,
so
thank
you
for
really
the
rigorous
conversation,
the
thoughtful
conversation
and
debate
the
data-driven
conversation
and
debate,
and
for
really
working
with
us
to
be
able
to
funnel
this
thing
down
and
for
the
extra
time
tonight.
C
So
let
me
just
just
take
for
my
insect
just
put
what
we've
decided,
what
we
have
decided
were
options
on
these
mechanisms,
but
we
don't
have
consensus
on
the
mechanism
itself
themselves.
O
O
As
a
group-
and
I
will
say
this
week,
thursday
top
of
the
agenda-
we're
talking
assessment
and
we're
talking
the
other
factors
we
gotta,
we
gotta,
we
gotta
get
that
done.
Okay,
but
for
the
purpose
of
wednesday,
we
will
present
to
the
school
committee,
respect
to
qualification,
pool
that
gpa
will
be
a
factor
and
we'll
lay
out
kind
of
where
we
are
what
we're
thinking
about
right
generally
speaking,
and
that
we
still
have
in
play
for
consideration,
assessment,
essay,
educator,
validation,
kind
of
those
other
factors
that
we
need
to
come
to.
O
Some
decision
on,
as
it
relates
to
mechanism
for
seat
allocation.
We'll
present
that
what
did
you
say
two
by
three,
dr
tong,
we'll
we'll
we'll
present
the
two
by
three
model,
so
they
understand
kind
of
what
is
currently
under
consideration
by
the
task
force
and
following
our
meeting
on
wednesday,
the
16th.
O
We
will
then
spend
seven
to
ten
ish
days,
seven
to
ten
ish
days,
not
only
continuing
our
work
in
this
way,
but
we
will
also
have
some
additional
opportunities
to
hear
from
the
public
on
kind
of
where
we
are
to
help
us
generate
what
will
ultimately
be
a
final
recommendation.
O
O
Okay,
so
we
still
have
time
to
do
that,
but
I
just
want
to
make
sure
that
we're
all
just
kind
of
understanding
kind
of
where
we
are
on
the
road
map.
Here,
dr
tong
and
then
mr
condom
passes
and
then
we're
going
to
public
comment.
P
With
with
little
time
left,
can
I
make
a
couple
of
data
requests
based
on
the
fact
that
we're
still
not
settled
on
we've
settled
that
there
should
be
groupings
either
by
sending
schools,
census
blocks
or
the
tiers,
but
we
don't
have
simulations.
For
example,
we
don't
know
whether
the
eight
tiers
do
give
us
neighborhood
diversity,
and
we
don't
know
what
simulations
would
look
like
if
we
grouped
sending
schools
by
or
how.
However,
we
decided
around
poverty.
O
B
O
That's
right,
that's
right,
clear
on
that,
and
hopefully
that
will
be
part
of
what
we
are
provided
with
that.
I
consider
that
as
part
of
the
outstanding
data
request,
but
we
can
definitely
ensure
that
we
are
doing
a
double
check
on
kind
of
what
the
outstanding
data
requests
are
in
order
to
get
the
simulations
we're
looking
for
because
we
do,
I
we
do
need
the
sims
to
be
done
so
we'll
get
to
that
yeah
public.
A
Thank
you
coachers.
We
have
12
speakers
this
evening
and
each
speaker
will
have
2
minutes
per
person.
Speakers
who
need
interpretation
will
have
additional
two
minutes.
I
will
remind
you
when
you
have
20
seconds
left,
please
state
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin,
when
I
call
your
name.
A
AB
We
shouldn't
use
group
as
a
factor
for
who
gets
into
the
bls,
as
it
doesn't
give
everyone
an
equal
opportunity.
Now,
I'd
like
to
give
you
a
scenario
say:
a
student
earns
92
on
yela
and
another
earned
76.
now
think
which
has
the
most
space
to
grow.
The
student
that
earns
76
has
more
space
to
grow.
If
you
calculate
it
based
on
growth,
it
will
be
tough
for
higher
scoring
students.
If
you
scored
100,
then
your
chances
at
getting
admitted
into
the
bls
are
greatly
decreased.
As
100
minus
100
is
zero.
AB
The
highest
scoring
students
are
at
the
top
of
the
staircase
and
can
only
go
down.
The
only
way
for
a
high
scoring
student
to
get
in
is
to
to
get
questions
wrong
on
purpose,
which
is
quite
counter-intuitive,
considering
that
it's
a
school
to
help
them
learn,
it
is
simply
not
fair
to
give
a
handicap
to
those
who
just
do
their
best
and
happen
to
get
a
high
score.
I
firmly
believe
that
students
should
not
have
should
have
an
equal
chance
against
the
bls,
no
matter
what
score
they
gain.
AC
Hi
good
afternoon
my
name
is
tiffany
law
and
I'm
a
junior
at
boston,
latin
school.
I'm
here
today
to
express
my
opinion
on
why
the
sam
school
admission
should
change
for
more
equity
and
inclusion.
The
student
population
of
bls
is
not
consistent
with
the
rest
of
the
district's
population.
AC
When
white
students
make
up
the
majority
of
the
school
in
a
district
having
a
black
and
brown
student
majority,
it
doesn't
make
sense
when
most
of
the
students
hail
from
westy,
which
is
known
to
be
a
predominantly
white
upper
class
or
middle
class
neighborhood.
When
much
more
of
the
student
population
of
ups
is
scattered
across
the
city.
The
amount
of
children
from
westy
is
the
same
amount
of
students
from
four
different
neighborhoods
combined.
AC
When
there
are
six
times
more
students
in
bps
from
the
same
neighborhoods,
it
doesn't
even
make
sense
when
bls
gets
way
more
funding
for
each
of
the
students
around
twenty
four
thousand
dollars,
when
other
schools
are
barely
scratching,
ten
thousand
dollars
for
the
entire
school
community
or
when
some
schools,
particularly
those
who
are
special
needs.
Students
are
struggling
to
fight
for
a
new
school
building
for
the
safety
of
their
own
students.
AC
There
is
also
concerns
about
the
environment
that
makes
it
so
that
poc
deter
from
exam
schools
as
many
other
poc
students
like
me,
and
my
friends
have
experienced
first-hand
direct
racism
and
microaggression
from
my
white
peers
when
I
first
entered
bls
in
2016
and
other
experiences,
I've
heard
from
alumni,
ranging
from
20
years
ago
to
recent
graduates
of
bls
and
bla.
This
all
needs
to
change
before
the
cycle
continues
on
and
hurts
more
poc
students.
AC
I
personally
believe
that
exam
school
shouldn't
even
exist,
and
the
attention
and
focus
that
we
give
to
them
should
be
the
same
amount
given
to
every
school
in
boston
to
ensure
students
all
existing
all
succeed.
If
we
all
had
given
half
of
the
focus
we
gave
to
bls
to
any
other
high
school,
their
students
would
be
driving.
Much
more
graduation
rates
would
rise.
Achievement
gaps
will
get
smaller,
the
school-to-prison
pipeline
and
bps
would
not
be
be
as
extreme.
We
should
really
be
doing
better.
Thank
you.
A
A
AD
A
AD
Thank
you.
Thank
you
all.
I
appreciate
your
patience.
Thank
you
all
esteemed
task
force
members.
I
greatly
appreciate
all
of
your
efforts
and
all
your
thoughtfulness,
a
number
of
different
disparate
thoughts
as
I've
listened
to
what
you've
had
to
say.
Chicago's
admission
policy
traditionally
uses
three
equally
weighted
criteria.
State
test
scores
grades
and
wait
for
it
an
admissions
exam
next
year,
they're,
not
using
maps
they're
just
using
their
admission
exam
and
gpa.
AD
They
also
achieved
the
diversity
you
are
artificially
gutting
for
by
creating
five
polls,
not
nine
the
first
pool
awards.
Thirty
percent
of
the
seats
based
solely
on
academics
and
the
rest
are
four
socioeconomic
tiers.
Not
nine.
Neither
media,
income
grades
or
ic
ranges
tied
to
the
eight
pools
have
been
shared
when
modeled
with
this
year's
seventh
graders,
don't
you
want
all
the
data
to
drive
your
decisions?
AD
AD
I'm
fascinated
that
those
who
advocate
most
strength
strongly
against
an
exam
are
not
themselves
bps
educators.
They
get
to
put
their
thumbs
on
the
scale
to
get
the
initial
outcome
they
want
and
then
throw
the
consequences
over
the
proverbial
wall
for
the
educators,
the
family
and
the
city
ultimately,
to
deal
with.
I'd
also
like
to
point
out
that
looking
at
city
of
boston's
city
by
the
numbers
from
2018
31
of
the
under.
AD
AE
Can
you
hear
me
now?
Thank
you
yeah
good
evening.
Everyone
do
you
remember
the
hunger
games
in
the
movie
in
the
opening
in
district
tower
katniss,
the
poor
little
sister
prime,
is
so
scared
because
she
was
chosen
by
a
lottery
system
to
enter
into
hunger
game
to
fight
the
case
from
other
district
using
the
tier
and
the
lottery
to
enter
exam
school
are
exact,
the
same
act
or
hunger
game.
The
tiers
are
the
12th
district
in
the
hunger
game.
I
would
like
to
believe
this
committee
could
do
better
than
the
hunger
games
committee.
AE
Equite
is
putting
case
on
equal
footing,
not
a
communism,
not
a
reducing
hard
working
case
right
to
exam
school
by
tea
and
the
lottery.
How
we
define
what
that's
economic
disadvantage
means.
Last
summer
myself
went
to
an
online
ice
prep
class
for
two
weeks
after
that
he
improved
a
lot
the
cost.
The
cost
is
about
six
hundred
dollars.
AE
Boston,
low
income
threshold
from
family
of
four
is
fifty
four
thousand.
Let's
find
the
funding
to
support
low-income
kids
to
attend
exam
prep
classes,
to
put
them
on
equal
footing,
but
for
the
family
about
low-income
line
for
600.
I
don't
know
where
economic
disadvantage
comes
from.
I
would
like
to
suggest
using
the
long
existing
exam
school
insurance
criteria,
half
gpa
half
test
to
rank
all
the
students
to
get
the
top
either
60
or
70
percent
student
and
using
the
remaining
30
or
40
percent
set
outside
for
diversity.
AE
AE
D
D
D
A
Okay,
so
maybe
we
should
continue
see
to
the
next.
Are
you
there.
A
A
AA
AA
To
be
honest
with
you,
I
have
been
scared
to
shut
up,
as
I
heard
this
term
of
listening
again
under.
I
don't
want
to
use
this
term
to
intimidate
anybody
and
to
shut
up
the
communication.
Instead,
I
would
like
to
discuss
this
issue.
Frankly,
in
general,
I
appreciate
the
hard
working
by
task
force.
However,
there
are
still
a
lot
of
space
for
some
of
task
force
members
to
improve
regarding
perfect
professionalism.
AA
What
growth
factor
would
you
would
you
like
to
expect
to
be
benefited
from
this
policy?
They
would
be
forced
to
get
a
zero
score
in
the
beginning
and
try
the
best
20
seconds
left
the
best
score.
In
the
end,
the
parties
say
in
fact
teach
student
to
become
a
liar
and
a
cheater.
I
don't
think
this
is
any
education
insisting
looking
for.
I
have
to
remind
every
task,
member
that
the
bosom
tax
payers
pay
for
your
work.
I
urge
you
to
communicate
to
boston
instead
of
a
certain
zip
code.
AF
AF
I
am
a
parent
of
an
awc
student
who
failed
in
getting
into
any
of
those
exam
schools,
but
we
are
going
to
move
out
from
house
into
another
car,
so
I'm
here
tonight
only
just
for
the
future
of
bps
for
justice,
equity
and
fairness,
not
for
any
of
my
personal
interests.
Okay,
so
I
just
want
to
share
one
story
with
you.
My
son
is
good
at
academic,
but
also
is
even
better
at
sports,
especially
basketball.
He
plays
so
hard
right
now.
His
dream
is
to
become
an
nba
player.
AF
By
talking
it's
going
to
be
very
hard
for
you
to
become
an
nba
player
unless
there
is
a
culture,
laundry
based,
magnesium
or
selective
machines
right
and
but
the
question
for
some
of
you
is:
I
want
to
watch
nba
games
anymore.
If
there's
such
a
laundry
based
selection
making
in
place
period,
I'm
going
to
buy
a
lot
of
right
now
to
see
if
I'm
lucky
or
not
bye,.
A
Q
Q
It's
the
one.
That's
designed
to
teach
algebraic
thinking
to
the
smallest
kids
and
they've
got
an
empty
rectangle
on
the
page,
labeled
number
machine
and
they're,
given
the
inputs
and
outputs
and
they
have
to
find
the
rule.
So
one
goes
into
the
machine.
Three
comes
out,
two
goes
into
the
machine
four
comes
out
and
the
kids
have
to
figure
out
what
happened
inside
the
machine
in
the
case
of
selective
admissions
high
schools
in
boston.
Q
My
husband
and
I
are
trying
in
perfectly
to
teach
our
kids
to
look
around
themselves
and
notice
what
patterns
they
see
and
then
to
wonder
about
what
forces
are
at
work
that
have
created
those
patterns.
It's
kind
of
like
extending
this
number
machine
thinking
beyond
math.
They
can
look
around
spaces
that
they
are
in
now
and
notice.
Q
Who
is
there
and
who
is
missing,
and
then
they
ask
us
why
we
don't
always
know
the
answers,
but
we
do
our
best
and
we
look
together
for
answers
when
we
don't
know
the
history,
when
my
two
wealthiest
white
kids
from
west
roxbury
are
looking
around
at
themselves
and
their
classmates
as
they
are
sorted
into
high
schools.
Q
My
sincere
hope
is
that
when
they
see
the
patterns-
and
they
will,
because
all
kids
do,
whether
they
verbalize
it
or
not,
we'll
be
able
to
tell
them
about
the
work
of
this
task
force
to
end
the
use
of
standardized
tests
that
evolve
from
eugenics
and
all
of
the
work
that
was
done
here
to
make
the
boston
high
school
a
little
bit
more.
Just
thank
you.
Thank
you
very.
AG
AG
AG
Remember
last,
when
the
ski
community
decided
to
implement
the
temporary
admission
policy
presented
by
the
working
group.
Some.
S
I'm
often
my
friend
asked
me
boston.
Exam
schools
are
really
lottery
schools.
I
told
them.
No,
that's
not
true,
even
though
I
do
not
support
the
temporary
admission
policy,
I
do
not
want
people
to.
You
know
misunderstand
that
I
know
I'm
really
confused,
because
you
know
what
I
see
some
of
the
task
force.
Members
are
really
trying
to
make
the
exam
schools
a
lottery
schools,
so
I
just
want
to
ask:
did
you
earn
your
phd
through
being
lucky?
S
D
A
AH
AI
Instead
of
selecting
based
on
race
or
their
income
level,.
AI
So
a
rigorous
exam
and
academic
qualification,
it's
very
necessary.
AI
I
don't
want
to
have
other
reasons
or
indications
that
impact
the
quality
of
these
three
exam
schools.
AH
AI
I'm
very
saddened
and
I'm
also
very
concerned
based
on
the
last
year's
selection
criteria.
Zip
code
0-2-1-1
and
we
have
I'll
usually
have
20
students
that
will
get
into
the
same
school,
but
last
year
was
only
seven
getting
into
the
same
schools.
AI
So
I
hope
those
students
will
do
who
are
doing
their
best
should
be
able
to
be
selected
to
get
into
the
same
school
instead
of
being
forgotten.
AH
AI
So
for
students
who,
before
getting
to
exam
school,
if
they're,
not
prepared
well
or
if
not
capable
enough
to
to
deal
with
the
rigorous
courses,
they're
going
to
have
a
tremendous
amount
of
pressure
on
them.
AI
Ruin
the
kids,
self-esteem,
some
of
the
kids
who
run
into
depression
or
even
suicidal
thoughts.
AI
So
I
support
a
assessment
of
50
weight
in
this
assessment
and
50
in
the
gpa
to
decide
to
get
into
the
exam
schools.
It
will
be
the
most
fair
option.
AI
We're
the
most
advanced
country
in
the
world,
so
I
do
not
support
a
lottery.
I
do
not
support
the
income
level.
They
need
to
get
into
their
school
with
their
own
capability.
AI
AI
Z
AI
A
question
to
the
task
force:
members:
the
reason
you
would
be
able
to
decide
is
very
important.
Making
this
very
important
decisions.
Is
it
because
your
professionalism,
or
is
it
because
you're
in
luck.
Z
AI
But
for
someone
like
me,
that
needs
an
interpreter
to
help
me
to
to
translate.
AI
So,
to
be
able
to
do
this
type
of
job
being,
as
a
taxpayer
member,
you
need
to
have
the
qualification
to
be
able
to
do
that.
AI
AI
The
interest
of
policy
for
the
exam
schools
allowing
students
like
me
to
get
into
exam
school
who
are
not
qualifying.
Do
you
see
a
problem
here.
Z
AI
Because
of
I'm
not
qualified,
so
I
shouldn't
be
selected
to
be
one
of
your
taskforce.
Members.
Z
AI
The
best
way
to
select
the
most
qualified
students
is
to
use
exam
or
assessment,
which
is
the
most
equitable
way.
A
Z
AI
You
want
to
select
the
students
who
have
the
ability
to
get
into
the
things
too,
not
based
on
a
lot
of
it.
A
R
Don't
move
that
was
ms
grasa?
Is
there
a
second
second.
Y
D
U
O
And,
thank
you
everyone!
Thank
you
to
our
interpreters
tonight.
We
greatly
appreciate
good
luck,
wednesday,
and
indeed
you
know
what
what
I
miss.
Actually
I
do
want
to
say
this
is
providing
giving
a
hearty
congratulations
to
mr
chernow
on
his
graduation
and
so
nadasawa
for
her
upcoming.
We
are
so
very
proud
of
you
and
it
has
it's
just
a
pleasure
to
serve
with
you
both.
So
thank
you
and
congratulations.