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From YouTube: Exam School Task Force Meeting 3-16-21
Description
Exam School Task Force Meeting 3-16-21
C
Okay
good
evening,
members
of
the
task
force
guests
folks
who
are
joining
us
to
listen
to
the
presentation
this
evening,
as
well
as
those
who
may
be
offering
us
some
public
comment
in
the
during
the
latter
part
of
the
meeting
before
we
introduce
our
guest
speaker,
dr
corcoran,
who
I'd
like
to
thank
for
joining
us
but
more
to
say
about
that
in
a
minute
lena.
If
you
would
call
the
role
of
the
task
force,
please
the
members.
C
C
F
C
E
D
C
C
I
L
L
C
L
C
Let
me
start,
let
me
start
all
over
again.
I
apologize
for
the
interruption.
I
don't
know
what
it
was,
but
all
right,
dr
corcoran,
is
an
associate
professor
of
public
policy
and
education
at
peabody
college
vanderbilt
university.
He
is
a
research
affiliate
of
the
research
alliance,
the
new
york
city,
schools
and
the
tennessee
education
research
alliance.
C
He
was
the
author
of
a
study
of
specialized
high
school
admissions
in
new
york
city
called
pathways
to
an
elite
education,
application,
admission
and
matriculation
to
new
york
city's
specialized
high
schools
he's
here
this
evening,
primarily
to
kick
off.
I
hope
a
presentation
from
a
number
of
different
folks
who
have
studied
looked
into
various
admissions
policies
that
districts
similar
to
boston
have
adopted
this
one
this
evening
will
deal
with
dr
corcoran's
review
study
of
the
chicago
public
school
admissions
plans
to
its
its
specialty
schools.
Q
C
A
A
Yes,
okay,
great
so
so
these
slides
are
our
variation
on
some
that
I
gave
a
few
weeks
ago,
the
century
foundation
organized
as
a
sort
of
summit
for
students
in
selective
schools
across
the
country
who
are
beginning
to
rethink
how
they
admit,
students
into
their
elite,
public
schools,
and
so
this
is.
This
presentation
is
really
a
sort
of
a
general
overview
of
my
my
thoughts
on
selective
school
admissions
and
and
the
various
options
for
diversity
and
the
pros
and
cons
of
each
approach.
A
A
It's
not
obvious
that
we
should
have
selected
public
schools
at
all,
and
many
cities
have
re-thought
this
fundamental
question
to
begin
with,
but
really
what
academically
selective
schools
are
are
for
is
for
for
tracking
students,
where
you
can
think
of
the
tracking
as
being
between
schools
rather
than
within
them,
and
so
traditionally
many
schools
and
school
districts
have
had
gifts
and
talented
courses.
Programs
within
schools,
selective
admissions
schools,
are
a
form
of
tracking
between
schools.
A
Let
me
start
my
stopwatch
too
so
make
sure
I
don't
go
on
for
too
long.
There's
obviously
benefits
to
this
form
of
tracking
you're
grouping
academically
advanced
students.
It
permits
specialization,
provides
a
challenging,
narrowly
targeted
curriculum,
as
well
as
courses
that
might
not
be
possible
in
an
open,
enrollment
school,
with
a
more
diverse
academically,
diverse
population
and,
of
course,
some
selective
admissions
schools
also
select
on
interest
and
so
they're,
not
only
selecting
on
academic
criteria,
but
also
an
interest
in
say,
stem
or
the
arts
other
commonly
heard
rationale
for
selected
public
schools.
A
One
is
that
they're
a
reward
for
past
merit.
I
know
a
lot
of
parents.
Think
of
it.
This
way
is
that
my
child
has
worked
hard,
and
so
therefore
they
deserve
this
reward
for
admission
to
selective
schools.
I'm
personally
of
the
mind
that
that's
not
a
great
argument
for
selective
schools
in
and
of
itself,
given
that
these
are
these
are
public
schools
and
we're
not
necessarily
you
know,
doling
out
necessarily
rewards
for
past
merits,
but
providing
opportunities
more
broadly.
A
But
another
stronger
rationale,
I
would
say,
is
that
selected
public
schools
are
a
way
to
promote
upward
mobility
for
less
advantaged
academically,
talented
students.
So
these
are
these
are
a
very
high.
Achieving
students
who
might
not
otherwise
have
opportunities
to
enroll
in
a
selected
private
school
for
example,
and
so
selected
public
schools
provide
that
opportunity.
A
So
I'm
working
from
the
assumption
that
selected
public
schools
are
a
desirable
goal
for
public
school
districts
and
so
now
we're
trying
to
think
about
what's
the
optimal
way
to
admit
students.
So
this
is
identifying
criteria
to
be
used
and
also
thinking
about
how
spaces
are
allocated
when
there
are
more
qualified
students
than
seats.
A
A
A
A
And
so
we
take
two
students
with
equal
qualifications.
One
of
those
students
may
actually
on
average,
be
expected
to
see
a
greater
return
from
attending
that
school
diversity
and
representation.
So
this
is
why
a
lot
of
schools
are
rethinking
their
admissions
criteria.
They
found
that
you
know
a
strict
focus
on
academic
fit
has
been
come
at
the
cost
of
of
diversity
and
representation.
So
I
put
this
on
the
list
as
one
of
the
general
principles
for
admission
in
that
admitted,
students
should
reflect
the
diversity
of
the
community
served
by
the
school.
A
However,
that
that
community
defines
diversity
and
then
another
principle
is
transparency.
So
there
are
a
million
ways
to
to
re-engineer
admissions
to
selective
schools,
but
you
also
want
parents
to
be
able
to
understand
that
admissions
process,
and
so,
while
a
whiz-bang
admissions
tool
with
all
the
bells
and
whistles
may
provide
some
positive
outcomes.
If
parents
don't
trust
or
understand
the
system,
then
there's
a
downside
as
as
well
to
that,
and
so
objectivity
is
important
and
transparency.
A
A
couple
of
other
comments
about
diversity
as
an
educational
goal.
So
I
include
diversity
on
this
list
of
general
principles
for
selective
admissions,
because
I
think
diversity
should
be
an
explicit
goal
of
public
schools
in
general,
so
facilitating
interactions
between
students
with
diverse
backgrounds,
whether
that's
racial
and
ethnic
linguistic
socioeconomic
backgrounds,
is
one
of
the
goals
of
public
education
and
selective
schools
are
not
exempt
from
that
that
fundamental
goal.
There's
a
large
research
backing
that
finds
that
learning
with
diverse
populations
has
both
individual
returns
as
well
as
social
and
and
civic
returns.
A
A
So
these
this
is
asking
the
questions.
What
measures
will
be
used
to
determine
whether
a
student
is
a
good
academic
fit
or
is
adequately
prepared
for
the
curriculum
in
the
school
and
is
likely
to
succeed?
How
will
ties
be
broken
if
there
are
more
qualified
applicants
than
seats?
How
will
diversity
be
achieved?
A
A
A
A
A
Disadvantaging
to
some
students,
depending
on
on
their
family
circumstances,
so
I
call
these
criteria,
because
these
are
things
that
schools
typically
use
to
assess
fit,
and
then
you
have
priorities
which
are
you
know,
criteria
that
are
used
either
to
break
ties.
If
you
have
two
sort
of
equally
qualified
students
or
maybe
ways
that
you
can
promote
other
admissions
goals,
including
diversity.
A
A
Then
you
have
your
social
economic
indicators,
indicators
of
family
background,
these
might
be
family
income
or
eligibility
for
free
and
reduced
price
meals,
programs,
parental
education,
students
living
in
temporary
housing,
a
number
of
districts,
including
chicago
and,
as
I
understand
boston
as
well,
have
looked
to
neighborhood
proxies
for
socioeconomic
conditions.
So
maybe
looking
at
zip
code
of
residents
or
a
census
block
or
tract
something
of
that
nature.
A
A
Went
to
their
prior
school,
so
how
do
these
get
operationalized?
You
know
they
could
be
in
some
cases,
strict
priorities
where
one
group
always
gets
admitted
before
group
two,
you
know
group
one
always
gets
admitted
before
group
two.
You
see
that,
like
in
the
case
of
geographic
priorities
or
siblings,
in
the
case
of
non-selective
schools,
but
I've
also
seen
set-aside
seats
as
well,
which
is
you
know,
a
student,
a
certain
group
of
seats
who
are
allocated
to
the
highest
performing
students
within
a
given
tier
of
these
socioeconomic
indicators.
A
A
So
it's
it's
a
effective
way
to
promote
diversity,
but
they
also
identify
students
who
are
perhaps
more
likely
to
benefit
from
admission
to
a
selective
school,
and
they
also
recognize
that
students
are
bringing
to
the
table
measures
of
academic
performance
from
very
unequal
circumstances,
and
so
they,
you
know
essentially
weights
scores
differently
depending
on
prior
exposure
in
new
york.
Many
know
this.
A
The
specialized
high
schools,
especially
the
big
three
stuyvesant
brooklyn
tech
and
bronx
science,
but
lesser
known,
I
think,
is
that
27
of
other
new
york
city
high
schools
use
academic
screens
of
some
kind.
That
number
goes
up
to
31
percent
of
you
also
include
auditions,
and
84
percent
of
you
include
the
so-called
educational
option,
programs,
which
are
50
screened
and
50
lottery.
A
A
similar
percentage
of
middle
schools,
use
screens
as
well,
what's
remarkable
is
that
every
school
in
new
york,
that
is
screened,
sets
its
own
criteria
and
priorities.
So
if
you
think
about
those
two
slides
I
just
went
through,
you
know
every
school,
every
screened
high
school
in
new
york
is
sitting
down
and
thinking
about
how
to
weight
those
criteria
and
set
priorities
and
there's
420
high
schools
in
new
york.
So
it
creates
a
really
complicated
landscape
for
parents
trying
to
figure
out
admissions.
A
This
is
pre-kobe.
There's
been
some
changes
with
with
kovid
some
standardizing
screens
at
the
high
school
level,
and
we
can
talk
about
that
more.
That
would
help.
So
how
do
these
criteria
relate
to
diversity
goals?
I
want
to
emphasize
that
these
things
are
always
context
dependent.
So
you
know
how
things
play
out
in
new
york.
City
may
not
play
out
the
same
way
in
boston
or
chicago.
A
It
really
depends
a
lot
on
the
distribution
of
those
admissions
criteria,
test,
scores,
grades
etc,
as
well
as
the
amount
of
neighborhood
and
school
segregation
or
gentrification
that
exists
in
the
school
district,
and
so
I
just
want
to
briefly
mention
a
couple
of
examples
from
research
from
new
york
and
boston
and
chicago
in
new
york.
There's
eight
exam
schools.
A
The
the
the
paper
I
mentioned
back
here
was
my
study
on
admissions
to
those
eight
exam
schools.
It's
it's
very,
very
well
known.
This
is
one
of
the
very
frequent
topics
in
the
new
york
times
and
beyond
that,
there's
a
a
very
non-representative
student
population.
At
these
eight
specialized
high
schools,
for
example,
56
percent
of
offers
went
to
asian
students
and
31
percent
of
student
offers
went
to
white
students.
Only
three
percent
went
to
black
students,
which
is
very
different
than
the
the
makeup
of
eighth
grade
applicants.
A
In
the
same
year,
only
42
percent
of
offers
went
to
girls.
Incidentally,
now
the
the
specialized
high
school
exam
has
this
nice
feature
of
being
transparent.
Like
it's
one
test,
you
know
what
you're,
what
you
have
to
do
to
get
into
the
these
schools?
It's
objective
in
the
sense
that
it
doesn't
rely
on
subjective
evaluations,
but
it's
obviously
not
the
only
measure
of
academic
fit,
nor
necessarily
the
best
one.
A
A
You
know
the
highest
performing
students
by
these
measures
in
each
of
the
five
boroughs
of
new
york
city
or
doing
a
top
10
percent
measure
at
the
middle
school
level.
If
you
look
at
the
top
of
this
table,
you
see
kind
of
the
effects
on
the
academic
qualifications
of
students
admitted.
So
you
see
some
modest
changes
in
grades:
modest
changes
in
the
state
test,
scores
of
admitted
students
with
the
biggest
reduction
in
the
average
math
scores
of
admitted
students
in
the
top
10
plan.
A
A
I'm
not
going
to
talk
about
boston,
because
I'm
assuming
that
you
know
this
well-
and
you
know
that
paper
by
rusinski
and
josh
goodman.
I
will
note
the
difference
that
they
found
between
boston
and
new
york.
Is
that
there's
actually
bigger
gaps
in
test
taking
in
boston
than
in
new
york.
So
we
didn't
find
that
that
racial
ethnic
differences
in
taking
the
exam
were
that
different
were
that
that
stark,
as
as
they
found
in
boston.
A
A
And
what
happens
there?
Is
a
applicants,
take
an
admissions
test
and
they
rank
up
to
six
of
these
schools.
They're
assigned
a
composite
score
which
is
based
on
their
their
exam
score.
Their
seventh
grade
score
on
state
tests
and
their
seventh
grade
gpa
chicago,
has
chosen
to
weight
these
equally.
But
you
know,
of
course
they
could
have
done
that
differently.
A
Chicago's
gotten
a
lot
of
attention
because
they
split
up
their
available
seats
into
five
equally
sized
bins.
The
first
bin
is
what
they
call
merit
seats
and
the
merit
seats
are
simply
reserved
for
the
top
scoring
students.
So
they
pick
off.
Based
on
that
composite
score.
You
know
the
top
20
of
students
and
they're
admitted
into
this
merit
seats
bid.
A
These
tiers
are
are
defined
based
on
equal
number
of
chicago
public
school
students,
and
here
are
some
of
the
criteria
they
use
that
these
median
family
income,
the
percent
of
single-parent
households,
the
percent
of
households
where
english
is
not
the
first
language
percent
owner-occupied
homes
and
adult
educational
attainment.
Oh
as
well
as
average
state
test
scores
for
the
schools
in
the
attendance
area,
I'm
not
sure
how
they
came
up
with
this.
A
A
A
number
of
readers,
including
myself,
have
looked
at
that
result
with
with
concern,
as
we
try
to
you
know:
diversify
representation
in
more
selective
schools,
but
an
interesting
sort
of
appendix
to
that
that
finding
is
that
in
chicago
students
who
are
high,
achieving
who
would
might
otherwise
go
to
exam
schools
are
very
likely
to
go
one
of
these
noble
chain
charter.
Schools
which
in
chicago
are
very
effect,
gonna,
be
very
effective,
and
so
this
is
a
great
example
where
context
is
really
important.
A
It
really
matters
sort
of
what
the
what
the
next
best
alternative
is.
So
your
your
high
achieving
students
in
low
ses
neighborhoods,
if
they're
not
going
to
a
selective
school,
where
would
they
be
going
in
the
absence
of
that
so
I'll,
just
close
by
by
kind
of
connecting
each
of
these
criteria
to
diversity
goals,
the
academic
criteria
of
admissions
tests,
state
test,
scores,
grades
and
holistic
valuations,
I
I
would
say,
are
in
sort
of
descending
order
or
increasing
or
ascending
order
of
opportunities
to
improve
diversity.
A
Admissions
tests
by
themselves
in
almost
every
setting
have
found
very
large
racial
and
socioeconomic
differences.
Another
thing
worth
thinking
about
is
the
sort
of
ability
to
invest
in
test
preparation
for
single
admissions
tests.
That's
one
of
the
biggest
criticisms
in
new
york
of
the
shazad
test.
A
It
also
relies
on
accurate
reporting
of
attendance
as
well
from
schools
lotteries.
You
know,
people
are
scared
of
lotteries
because
they
are
they
introduce
a
random
element
to
it,
and
certainly
a
selective
school
can't
be
an
an
entirely
lottery
based
school.
Otherwise,
it's
no
longer
selective,
but
it
can
be
used
in
combination
with
minimum
thresholds
for
academic
fit.
A
S
Thank
you,
dr
corcoran,
for
that
really
informative
presentation.
Very
much
appreciated.
I
noticed
on
one
of
your
later
slides
where
you
talked
about
various
approaches
and
the
holistic
method
was
mentioned.
You
talked
about
the
advantage
of
a
more
holistic
method,
but
also
the
disadvantage
that
families
with
privilege
could
influence
that
process
more
subjectively.
S
I
was
also
curious
whether
what
your
research
was
on
kind
of
size
thresholds
for
realistic
admissions
pools
using
something
that
is
subjective.
Our
current
system
is
computerized,
probably
for
similar
reasons
to
new
york's
dealing
with
issues
of
size
and
not
having
full-time
folks
devoted
to
a
selection
process.
I
used
to
work
in
dc
public
schools
and
we
had
selective
admission
schools,
but
the
admissions
was
school
based
are
there
large
districts
that
are
doing
subjective
admissions
at
a
district
level
with
thousands
of
applicants
or
they're
even
models.
A
I
can't
think
of
any
and
all
the
examples
of
more
holistic
of
admissions
that
I
can
think
of
are
all
school
based
and
then
something
I've
been
talking
a
lot
with
the
folks
at
at
hunter
college,
high
school
in
new
york
city,
and
they
have
a
two-tiered
system
where
it's.
The
first
stage
is
a
test,
and
then
students,
above
a
certain
threshold
on
the
test,
are
invited
to
submit
the
essays
or
materials
that
are
that
are
more
subjective
in
nature.
And
it
brings
it
down
to
a
more
manageable
level.
A
J
H
E
Oh
first
of
all,
mr
corcoran,
a
comment:
you
may
have
a
book
on
your
hands.
Keep
your
keep
these
notes.
They
would
be.
I
wish
you
had
already
written
it.
I
wish
I
had
already
read
it,
but
this
is
definitely
a
presentation
that
I'll
we'll
need
to
review
again
soon.
My
question
actually
has
to
do
with
what
was
the
community
process
prior?
A
A
F
T
T
We
know
that
in
some
districts
families
have
to
pay
and
sign
up
and
get
the
kid
to
the
test
and
in
other
districts
the
tests
are
given.
You
know
in
the
schools
and
they're,
based
on
a
curriculum
that
teachers
teach
so
I'm
just
curious.
Are
there
certain
types
of
tests
that,
if
are
used
for
selective
admissions
result
in
you
know,
meeting
your
diversity
criteria?
T
A
A
A
Those
tend
to
do
a
little
bit
better
than
a
voluntary
test.
You
know
that's
produced
by
another
outfit,
you
know,
but
you're
still
gonna
see,
I
think
pretty
minimal
changes
from
just
switching
a
test,
but
I
do
like
the
idea
of
sort
of
taking
the
voluntary
participation
out
of
the
equation
like
why?
Why?
Why
introduce
that
barrier
for
for
students,
a
knowledge
barrier
or
a
transportation
barrier,
when
students
are
already
taking
a
statewide
assessment?
A
U
Thank
you,
dr
corcoran.
I
have
a
question
about
some
of
the
alternative
ways
to
assess
for
students.
When
you
mentioned
like
portfolios
or
interviews,
do
you
have
any
suggestions
around
how
to
monitor
for
bias
and
how
to
make
sure
that
there
are
systems
set
up
that
are
not
disadvantaging
students
or
advantaging
other
students?
If
we,
you
know,
chose
an
alternative
route.
A
You
can
never
see
the
underlying
data
that
went
into
admissions
decisions,
and
so
schools
will
submit
their
ranked
applicants
to
the
district,
but
not
the
like
point
points
that
were
allocated
to
different
things.
So
there's
really
no
research
base
on
which
to
like
make
a
judgment
about.
You
know
whether
those
systems
are
working
well
or
not
or
are
biased
in
any
way.
H
A
A
There
are,
you
know
gifted
and
talented
programs
where
kids
are
screened
at
age.
Four,
there's
academic
screening
in
middle
school
and
some
of
the
some
of
the
work
that
I
did
for
my
paper
on
the
pipeline
to
specialize
high
schools
found
that
that,
where
you
go
to
school
can
have
a
can
have
a
modest
effect
on
your
performance
on
the
test.
So
there
may
be
some
middle
schools
that
are
more
equipped
to
get
kids
up
to
speed
on
selective,
high
school
admissions,
for
example.
C
C
But
the
question
that
I
I
have
is:
is
there
anything
written
around
the
outcome
of
the
process
that
chicago
has
been
using?
In
other
words,
are
they
satisfied
with
it?
Obviously
they
haven't
been
to
the
best
of
my
knowledge
challenged
in
court,
but
has
it
really
resulted
in
a
satisfactory
approach
to
moving
away
from
just
simply
an
examination.
A
J
J
W
A
A
In
chicago
that
the
tier
system
is,
is
pretty
imperfect
around
the
edges
and
so
sort
of
a
lot
of
underrepresented
students
who
are
high
scoring
but
live
in
a
you
know,
a
higher
tier
are
not
getting
in
and
then
you
have
overrepresented
students
who
live
in
a
lower
tier
who
are
getting
in
and
so
those
things
kind
of
work
against
the
diversity
goals
of
the
system
and
not
not
in
a
huge
way,
but
they
do
identify.
You
know
some
some
major
improvements
for
moving
to
individual
level
data.
T
Thank
you
for
another
chance.
I
know
that
boston
has
chosen
the
nwea's
map
assessment.
It
chose
it
before
the
or
during
the
pandemic,
and
it's
the
one
that's
been
suspended,
and
so
my
question
is
just:
do
you
know
of
any
other
districts
that
have
used
that
for
selective
school
admissions
and
the
resulting
diversity
changes.
X
H
X
So
the
the
rfp
awarded
the
contract
to
nwa
for
their
map
growth
product.
So
it
is
not
an
assessment
designed
specifically
for
boston,
but
the
map
growth
is
a
computer
adaptive
test,
and
so
it's
it's
a
little
different
than
your
traditional
standardized
paper
pencil.
You
know,
fill
in
the
bubble
test
that
you
might
be
familiar
with.
X
Students
have
to
answer
a
question
to
move
on
to
the
next
question
and
they
cannot
go
back
because
whether
or
not
they
got
that
question
right
determines
what
the
next
question
they
get
is,
and
so
the
next.
If
you
get
a
question
right,
the
next
question
will
be
slightly
more
challenging.
If
you
get
the
question
wrong,
the
next
question
will
be
slightly
easier
to
try
and
adapt
to
whatever
level
the
student
is
at
in
that
subject,
area.
H
H
X
U
Obviously,
we
should
double
check
this.
My
understanding
as
a
principle
is
that
it
is
aligned
to
the
stand
standards
that
we
teach
so
not
the
curriculum
per
se.
Okay,
it's
not
aligned
to
the
curriculums
because
you
also
could
be
using
different
curriculums
in
different
schools.
However,
if
you're
a
fifth
grader,
we
are
all
required
in
the
state
of
massachusetts
to
teach
the
same
state
curriculum
frameworks.
U
Okay,
same
state
standards
that
massachusetts
produces,
so
it
assesses
on
those
standards.
However,
it
adjusts
based
on
where
a
student
is
at
so,
for
example,
I
might
take
the
test.
I
might
get
a
bunch
wrong
and
it
actually
might
scale
me
back
to
more
fourth
grade
type
questions
as
a
fifth
grader
or
I'm
a
fifth
grader,
I'm
getting
all
the
answers
right.
It
might
actually
scale
me
up
to
more
eighth
grade
type
questions.
That
is
my
understanding
of
how
the
assessment
works.
So
I
do
not
think
it
will.
It
does
not
align
to
our
curriculum.
U
U
X
R
Yeah
I
was
good
good
evening.
I
just
wanted
to
confirm
what
miss
glasser
was
saying
in
terms
of
the
alignment
of
the
map.
The
reason
why
this
was
selected
was
for
its
alignment
to
the
state
curriculum
standards,
the
state's
framework,
which
is
also
what
we
align
our
curriculum
to
so
they're,
both
mapped
to
the
same
standards,
and
so
when
we're
assessing,
we
should
be
assessing
the
same
things
despite
the
differences
as
she
stated
across
the
schools
in
terms
of
the
curriculum
being
used.
J
C
C
As
dr
corcoran
has
presented
in
looking
at
his
paper
on
the
new
york
public
schools,
I
ran
across
something
that
I
think
the
task
force
ought
to
be
aware
of.
I
know
that
dr
corcoran
mentioned
melanie
rozinski
and
joshua
goodman
in
their
paper
in
reading.
Yours
and
I
must
add,
I
was
skimming
it
this
afternoon.
A
C
C
C
Good,
thank
you.
Thank
you
and
once
again,
thanks
for
your
effort,
we're
trying
to
move
this
along
as
we
can,
hopefully,
in
the
next
couple
of
weeks,
we
will
have
additional
evidence
of
districts
that
have
implemented
different
processes,
but
I
do
want
to
thank
you
and
we're
going
to
move
on
if
we
can
to
public
comment
and
thank
you
once
again.
D
Go
ahead,
thank
you,
mr
contemposis.
We
have
14
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
I
will
let
you
know
when
you
have
30
seconds
left.
Please
take
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
raise
your
hand
virtually
in
zoom.
Also,
please
make
sure
you're
signing
to
zoom
with
the
same
name.
You
used
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
Y
Y
Y
Also,
are
there
meetings
scheduled
by
the
task
force
to
demystify
the
court
proceedings
and
actual
admissions
formula
and
lawsuit
for
the
general
public
whose
children
and
households
will
be
affected?
I
watched
judge
young
take
the
time
to
fully
understand
what
is
being
challenged,
but
I'm
not
sure
the
average
parent
has
the
time
or
wherewithal
to
understand
what's
going
on
or
at
stake
in
addition
to
the
boston
school
committee,
boston,
school
department,
websites,
what
other
methods
or
media
being
used
to
inform
the
public.
Y
I
think
I
recall
at
the
boston
school
committee
meetings
when
the
vote
was
taken
to
eliminate
the
exams
requirement
this
year
due
to
covet
that
many
parents,
especially
white
and
asian
parents,
expressed
they
felt
confused
and
blindsided
and
not
considered
or
included
in
the
process
or
decision
about
the
exam
schools.
I
think
more
thought
and
effort
to
inform
the
general
public
may
help
to
dispel
information
and
promote
transparency
and
community
input
during
this
process.
Y
Thank
you
as
a
school,
I
believe
we'll
have
a
con,
a
conflict
of
interest
as
a
school
committee.
Member
moving
forward.
What's
still
missing
in
this
process
to
me
is
student
voice
balance,
and
while
this
task
force
is
trying
very
hard
to
use
an
equity
lens
during
this
process,
I
urge
the
task
force
to
try
and
influence
the
court,
boston,
school
committee
and
boston
school
department
to
utilize
the
open
task,
force,
meetings
and
hearings
to
promote
accessibility
and
transparency
around
this
process
and
lawsuit.
Thank
you.
D
Z
Opponents
of
the
zip
code
reform
are
claiming
that
it
is
somehow
anti-asian
as
an
asian
parent.
I
find
this
position
fundamentally
inaccurate
and
misguided.
There
are
hundreds
of
asian
families
in
dorchester
alone,
who
would
benefit
from
the
zip
code
mandate.
My
own
asian
family
in
matapan
would
also
benefit
from
this
policy.
I
find
that
this
lawsuit
fighting
the
zip
code
mandate
is
in
fact
anti-poor
and
anti-working-class,
while
the
reform
is
an
effort
towards
equity.
Z
D
Z
Here
because
they
are
at
work
or
they
don't
have
the
english
language
skills
to
feel
confident
to
voice
their
positions
or
simply
afraid.
This
absence
is
only
one
example
of
how
the
poorest
families
are
systemically
left
out
of
the
conversation
on
how
to
create
a
more
just
school
system
for
their
own
children.
Do
not
let
the
absence
of
their
voices
be
drowned
out
by
the
very
loud
voices
of
privileged
parents.
Z
AA
Hello
task
force,
my
name
is
edith
fazil.
I
am
a
mother
of
a
technology
graduate
and
grandmother
of
a
bps
student
at
the
manning.
If
parents,
students,
educators,
policy
makers,
researchers
and
communities
are
interested
in
how
anti-black
racism
relates
to
exam
schools
and
missions,
we
should
take
a
look
at
the
past.
Historically,
one
of
the
most
effective
movements
against
educating
black
students
was
eugenics.
A
testing
process
that
com
that
claimed
white
people
were
at
the
top
hierarchy
of
intellectual
superiority
and
people
of
african
descent
were
at
the
bottom.
AA
AA
20
years
later,
judge
gary
ordered
boston's
desegregation,
which
removed
only
one
barrier,
but
it
did
not
resolve
the
issue
of
equitable
access
to
exam
schools
which
remained
overwhelmingly
white
black
scholar
and
author
professor
bell
hooks
wrote
bus
to
white
buster
white
schools.
We
soon
learned
that
obedience
and
a
zealous
will
to
learn
was
what
was
what
was
ex
a
zealous
will
to
learn
was
what
was
expected
of
us
too
much.
Eagerness
to
learn
could
easily
be
seen
as
a
threat
to
white
authority
in
the
cult.
My
point
is:
bps
must
stop
pretending.
AA
Black
students
can't
make
it
in
exam
schools
and
admit
to
the
root
cause.
We
have
30
seconds,
anti-racism
maintained
and
promoted
since
boston
latin
school
was
founded
in
1635
386
years
of
racism
in
exam
schools
is
enough
just
because
some
asian
students
benefit
from
the
exam
school's
admissions
does
not
change
the
fact
that
these
policies
are
racist,
discriminatory
and
rooted
in
black
anti-blackness.
AA
Black
citizens
should
not
pay
taxes
supporting
a
racist
policy
that
harms
their
own
children.
Racism
ruins
lives
in
perpetuity.
Finally,
it
is
time
for
everyone
to
stand
up
for
black
children
who
have
waited
far
too
long
for
racial
equity.
Racial
equity
means
permanently
ending
the
386
year
old,
rigged,
anti-black
scoring
system
that
maintains
the
status
quo,
and
I
thank
this
task
force
for
your
work.
Thank
you.
So
much.
AB
Hi,
can
you
hear
me?
Yes,
we
can
hear
you.
Thank
you
very
much.
Thank
you.
My
name
is
dara
murphy
and
I
live
in
dorchester
o2122,
a
loser,
zip
code
under
this
policy,
o2122
is
not,
coincidentally,
mostly
asians,
who
live
in
fields
corner
having
grown
up
here.
I
remember
when
they
began
arriving
in
the
1980s
as
refugees
from
the
vietnam
war.
They
were
referred
to
in
racist
terms
like
boat
people
and
other
far
worse
names
by
many
of
my
white
neighbors.
At
the
time
they
arrived
with
no
english
and
were
dirt
poor.
AB
The
1980s
were
not
that
long
ago,
asians
and
fields
corner
are
still
poor
and
working
class.
They
still
face
language
barriers
and
they
still
face
racism.
They
are
also
your
most
loyal
bps
families
attending
bps
schools
at
rates
far
higher
than
other
racial
groups.
Asian
families
are
bps
families
and
bps
should
care
about
them
and
treat
them
equally.
According
to
bps's
own
data,
105
asian
students
from
zip
code
0212
have
been
invited
to
exam
schools
in
the
previous
three
years.
That
is
too
many
asians
for
your
exam
school
task
force.
AB
So
you
decided
to
use
asian
birth
rates
against
them
as
a
way
to
exclude
asian
kids
from
the
exam
schools.
Asian
families
have
fewer
children
than
all
other
racial
groups.
By
using
the
number
of
kids,
families
have
as
the
factor
to
allocate
exam
school
seats.
You
are
actually
achieving
your
real
goal:
reducing
the
number
of
asian
children
at
bls,
only
30
percent
of
boston
public
school
students
pass
the
mcas
every
year.
The
inevitable
result
is
that
only
30
percent
of
bps
students
qualify
for
exam
schools
every
year.
AB
That's
not
because
the
test
or
the
process
is
inequitable.
It
is
because
bps
is
failing
all
its
grade
school
students
across
the
board,
making
it
extremely
unlikely
that
they
can
successfully
complete
a
college
prep
high
school
curriculum,
but
rather
than
address
the
real
problem
at
the
root
of
the
low
numbers
of
black
students
at
bls.
AB
This
exam
school
task
force
wants
to
make
asian
students
the
scapegoat,
excluding
them,
because
in
your
own
words,
there
are
too
many
of
them
and
now
you're
trying
to
convince
the
parents
and
people
of
boston
that
that's
what
equity
looks
like
your
zip
quote.
Quote
of
policy.
Is
anti-asian
and
anti-asian
racism
is
racism
and
it's
wrong.
AB
F
D
AC
Me,
yes,
we
can
hear
you.
Thank
you
hi.
Thank
you.
Thank
you
for
having
us
this
evening.
I
just
wanted
to
say
a
couple
things
about
about
the
process.
I
am
a
bls
grad.
I
grew
up
in
dorchester.
I
live
in
west
roxbury.
Now,
there's
been
a
lot
said
about
about
opponents
of
the
zip
code
policy,
of
which
I
am
one,
and
I
think
there's
been
some
misconceptions
about
that.
Firstly,
that
if
you're
against
this
policy
that
you're
against
equity-
I
don't
think
that's
the
case.
AC
I
talk
to
a
lot
of
parents
who
who
agree
that
there's
an
issue
if
you
know
that
there
aren't
enough
students
of
color
at
boston
latin
school,
but
they
just
don't
think
the
zip
code
policy
is
the
right
way
to
go.
So
I
think
you
can,
you
know,
be
in
favor
of
equitable
solutions,
but
not
agree
with
this
particular
one.
A
couple
other
things
that
get
said
a
lot
about
opponents
people
talk
on
the
committee
and
the
school
committee
in
particular
about
tutoring.
AC
I
was
not
tutored
for
the
test
I
didn't
put
in
my
ninth
grader,
who
goes
there
now.
My
sixth
grader
was
not
treated
either.
It
is
a
lot
of
parents
do
that,
but
not
everyone
does
it.
So
I
think
that's,
I
think,
that's
something
to
think
about
in
terms
of
who
who
the
people
are
who
are
not
in
favor
of
this
policy.
Last
year
the
superintendent
chose
the
new
map
test,
which
was
just
discussed
with
dr
corcoran.
I'm
gonna
say
that
was
a
great
that
was
a
great
move.
AC
The
ice
was
not
a
great
fit,
it
should
have
been
dropped
a
long
time
ago.
I
thought
that
was
a
big
plus
that
she
had
chosen
that
test
and
we
should
move
forward
with
it.
Bps
also
the
year
before,
had
administered
the
test
in
school.
That
was
another
great
step
toward
equity.
It
eliminated
the
barriers
of
transportation
and
sign
up
and
cost
that
the
isd
had
put
on
families.
They
did
that
for
one
year
and
then
they
dropped
that
too
and
again
that
was
the
old
test.
AC
I
think
administering
the
new
map
test
in
schools
in
bps
would
have
would
have
an
important
effect,
as
would
be
exam
school
initiative.
All
those
things
were
in
play
and
they
all
got
abandoned
for
this
new
zip
code
plan,
which
the
speaker
mentioned,
did
blindside
parents.
There
was
no
public
input,
no
public
comment,
and
now
you
have
a
lawsuit.
That's
you
know
causing
this
huge
delay,
and
now
people
in
sixth
grade
still
have
no
idea
where
the
child's
going
to
school.
AC
D
AD
Hi,
can
you
hear
me?
Yes,
I
can
hear
you.
Thank
you
very
much
hi.
My
name
is
sarah
granfield.
I
am
a
bps
graduate
and
a
lifelong
resident
of
the
city
of
boston.
I
very
much
support
the
goals
of
diversity
within
and
equitable
access
to
the
exam
schools.
However,
the
zip
code
quota
is
a
poorly
devised
plan
that
will
only
exacerbate
inequities
related
to
wealth
within
neighborhoods.
AD
If
the
premise
of
the
proposed
zip
code
quota
plan
is
true,
that
wealth
is
a
highly
determinate
factor
in
exam
school
admissions,
then
it
must
follow
that
even
with
no
exam,
children
and
families
of
greater
economic
means
will
continue
to
have
advantages
that
maximize
their
chance
of
admission
to
exam
schools.
That
is
the
very
premise
of
the
policy
and
if
true,
the
result
will
be
that
low-income
students
in
many
neighborhoods
will
face
drastically
reduced
odds
at
exam
school
admission.
AD
The
fact
is,
no
one,
not
even
its
supporters
believes
that
the
working
group's
primary
goal
is
to
increase
economic
or
geographic
diversity,
just
as
no
one
who
was
paying
attention
believed
that
this
was
ever
intended
to
be
a
one-year
plan.
Despite
what
the
public
was
told
by
backing
into
a
methodology
that
their
working
group
hopes
will
withstand
legal
scrutiny,
they
have
created
a
pandora's
box,
one
of
the
many
harms
of
which
will
be
visited
upon
low-income
students
and
zip
codes
that
will
lose
seats.
D
AD
Left
or
the
four
economic
tiers
in
chicago
a
city
of
nearly
three
million
people,
then
by
the
30
zip
codes
of
boston,
a
city
of
less
than
700
thousand
people.
I
urge
the
working
group
and
the
school
committee
to
focus
on
paths
to
equity
that
are
not
intentionally
discriminatory
to
students
based
on
where
they
live
and
how
much
their
neighbors
earn.
AE
AE
I
just
wanted
to
add
I'm
a
bostonian,
I'm
going
to
start
off
by
a
tax,
paying
bostonian,
I'm
a
parent,
I'm
a
bps
alumni
class
of
96
at
madison
park,
as
I
sit
here
and
listen
to
all
this
great
data
and
try
to
figure
out
how
it
best
fits
the
city
of
boston.
As
you
know,
our
school
system
is
way
smaller
than
new
york's
and
chicago's.
AE
So
for
me
the
numbers
are
kind
of
off
when
we
compare
the
two
cities
with
boston
but
anyway,
what
I
like
to
say
tonight
is
you
know.
As
a
former
student
of
bps,
when
I
was
in
middle
school,
a
lot
of
the
opportunities
that
was
presented
to
myself
and
classmate
didn't
include
the
exam
schools
we
wasn't
prepared
for
it.
One
of
the
questions
tonight
that
was
asked
is:
what
are
we
doing
to
feed
the
pipeline?
AE
AE
I
was
doing
as
a
student
actually
made
another
top-notch
education
in
state,
so
I
would
like
to
see
you
know
this
body
include
more
input
from
from
the
parents,
more
input
from
the
students
and
figure
out
a
way
that
a
system
that
would
work
for
boston-
I
I'm
very
excited
to
hear
about
what's
going
on
in
new
york,
but
again
new
york
is,
is
a
city.
That's
three
times
the
size
of
boston
same
with
chicago.
AE
So
if
we
can
find
you
know,
professionals
within
our
own
city,
to
come
up
with
a
plan
that
would
fit
our
city.
That
would
be
a
plus
for
the
city.
So
I
thank
you
for
your
time.
I
look
forward
to
learning
more
and
being
involved
in
the
conversation
as
we
move
forward
and
making
our
exam
schools
accessible
to
all
bostonians
across
the
city.
AF
Okay,
I'm
speaking
tonight
against
the
zip
code
quota
policy
for
the
admissions
to
the
exam
schools.
I'm
opposed
to
using
racial
quotas
based
on
zip
codes.
My
son
two
years
ago
got
into
bls
from
a
bps
school
and
we
chose
not
to
send
him
there
because
we
didn't
think
it
would
be
the
right
fit
for
his
learning
style
he's
a
smart
kid,
but
not
up
for
the
academic
rigor.
AF
My
sixth
grade
daughter,
another
bps
student,
on
the
other
hand,
has
been
working
hard
for
years
towards
her
academic
goals
to
get
into
one
of
the
exam
schools
she's
a
hard
worker,
self-motivated
gifted
student
and
should
not
be
discriminated
against
based
on
her
zip
code
or
her
race.
We
need
to
fix
the
pipeline
to
these
exam
schools.
We
need
to
fix
our
failing
elementary
schools
and
give
students
the
education
they
need
to
succeed,
especially
those
who
are
underprivileged.
AF
AF
Another
issue
I
have
with
this
policy
change
is
students
in
the
pool
had
until
january
29th
to
rank
their
school
choices.
I
quote
from
a
bps
email
sent
to
the
pool
applicants
on
january
7th.
The
completed
school
choice
forms
must
be
returned
by
friday
january
29
2021
for
your
school
ranks
to
be
considered
as
part
of
the
part
of
the
invitation
process.
If
you
do
not
submit
your
school
ranking,
students
will
not
be
considered
for
admissions
to
pps
exam
schools.
AF
If
this
was
the
case,
why
was
the
district
calling
families
who
didn't
rank
almost
a
month
after
the
deadline
february
27th
to
try
to
get
them
to
rank
school
choices
shouldn't
any
outreach
have
been
done
before
the
deadline
not
a
month
after
maybe
the
numbers
weren't
looking
how
they
wanted.
It
almost
seems
like
the
district
is
trying
to
engineer
the
exam
school
spots.
This
kind
of
behavior
by
the
district,
saying
one
thing
and
doing
another,
makes
parents
further
distrust.
The
district
students
deserve
a
transparent,
unbiased
admissions
policy.
AF
AG
AG
AG
AG
That
is
very
outrageous,
and
people
should
be
upset,
but
you
cannot
hurt
the
children
who
manage
through
that
to
do
well,
and
it's
not
just
in
rich
areas,
because
two
areas
are
being
the
numbers
are
going
down
for
the
elliott
and
the
and
the
one
prescott
their
their
allotment
of
spots
is
going
down
highly,
but
yet
other
schools
that
did
very
well
like
the
bradley
in
east
boston.
Their
numbers
are
going
up,
so
it's
not
and
and
the
hail
did
very
well.
AG
So
it's
not
just
one
area
of
the
city
that's
doing
well,
there
are
certain
schools.
You
have
30
seconds
left,
but
you're
only
taking
away
certain
areas
that
did
very
well
are
getting
tiny
allotments
of
seats.
It
doesn't
make
any
sense.
I
understand
that
you
want
diversity,
but
taking
away
things
because
bps
as
a
whole
has
failed.
Children
is
not
the
way
to
go.
It's
making
people
want
to
leave.
AG
AH
AH
I
now
have
two
daughters
at
the
hernandez
one
in
eighth
grade,
one
in
first
grade.
We
live
in
hyde
park
and
I
identify
as
white.
We
did
not
apply
for
admissions
to
exam
schools
for
my
daughter
when
she
was
in
sixth
grade
or
now
when
she
was
in
eighth
grade,
because
the
past
admission
systems
has
a
racist
impact
and
we
don't
want
to
participate
in
a
racist
system.
AH
I
know
that
you
all
don't
believe
these
students
are
less
than
those
who
gain
admission
to
an
exam
school,
but
when
we
use
an
exam
to
determine
admissions
to
a
school,
we
are
saying
that
an
exam
measures,
something
important
for
admission.
Does
it
measure
intelligence?
We
know
it
doesn't
and
all
of
you
who
have
taught
or
led
at
non-exam
schools
know
how
brilliant
students
are
at
all
of
our
schools.
AH
Does
it
measure
potential?
We
know
it
doesn't.
Unfortunately,
what
we
do
know
is
that
those
who
do
better
on
standardized
tests
usually
have
privilege
they
may
have
attended
stronger
schools
or
they
may
have
a
parent
who
has
paid
for
a
tutor
or
a
test
prep
class,
I'm
hoping
that
your
working
group
will
eliminate
the
exam
requirement
permanently.
AH
AI
AI
AI
I've
seen
it
in
action
that
they're
not
focusing
on
the
basics
of
literacy
and
they
really
need
to
work
from
the
bottom
up
and
they
also
do
need
to
create
high
schools
for
everybody
and
the
exam
schools.
Zip
code
policy
is
discriminatory
against
many
people.
It's
not
giving
equal
opportunity
to
anybody.
D
G
G
G
G
G
Lastly,
I
think
my
last
point
that
this
meeting
should
be
made
available
to
all
the
parents
and
should
be
advertised,
so
all
parents
would
have
no
the
knowledge
and
opportunity
to
attend,
because
I
don't
think,
every
parent
or
all
the
parent,
even
though
that
I
know
that
don't
know
this
meeting
exists
so
that
it
should
make
it
should
be
made
available
to
our
or
advertise
to
our
parents,
and
thank
you,
the
taskforce
for
all
your
hard
work.
I
think
you
have
a
very,
very
big
job
to
do.
Thank
you.
H
Thank
you
so
very
much
miss
parvex
and
to
all
of
our
fellow
bostonians
who
shared
with
us
this
evening.
We
are
before
we
close
out
the
meeting,
as
always
want
to
give
task
force
members
an
opportunity
to
react
or
respond
to
anything
that
we've
talked
about
today.
I'll
hold
my
comments
until
the
end.
Does
anyone
have?
E
H
E
Just
written
summaries
of
their
comments
or
the
comments
in
writing.
I
would
love
to
encourage
that.
I
there
are
some
of
these
comments
that
I'd
love
to.
I
want
people
to
know,
you've
been
hurt
and
I'd
love
to,
even
if
just
to
to
incorporate
everyone's
comments
in
in
our
own
consciousness
and
in
thinking
that
we
we
solicit
these
comments
in
writing.
If
they're
at
all
available-
and
I
don't
know
if
ms
parvax
is
already
doing
that-
or
we
already
have
a
system
for
that.
AF
H
V
I'm
not
a
statistician,
but
I
am
curious
to
know
if
some
of
the
comments
mentioned
today
regarding
chicago
new
york,
as
well
as
some
of
the
studies
research
presented,
that
indicated
that
the
test
taking
discrepancies
in
in
those
cities,
weren't
weren't
as
big
as
the
test
discrepancies
here
in
boston.
I
want
to
know
how
those
factors
would
potentially
be
considered
as
we
are
moving
forward
in
our
work.
J
V
H
H
H
You
know
what's
happening
in
other
parts
of
the
country
as
it
relates
to
admissions
processes
and
then
also
you
know,
to
the
extent
we
are
interested,
perhaps
some
of
the
researchers,
some
of
the
scholars
who've
done
work
in
this
space,
so
we'll
be
doing
that
together.
This
will
be
a
learning
journey
for
all
of
us
over
the
next
few
weeks
before
we
actually,
you
know,
start
to
put
pen
to
paper
to
think
about
both
criteria
and
mechanism
for
for
a
proposed
policy.
H
H
I
also
want
to-
and
I
share
this
on
saturday-
I'm
going
to
say
it
again-
I'm
very
encouraged
by
what
is
possible
through
this
process
for
us
as
a
whole
community
as
a
city
as
stakeholders
in
the
bps.
I'm
very
optimistic
about
what's
possible
through
this
process
and
I'm
encouraged
by
what
I've
heard
and
what
I've
seen
for
the
most
part.
H
C
H
Yeah,
I
mean,
I
think,
by
virtue
of
I
mean
open
meeting,
you
know
law
anything.
You
know
any
of
our
discussions
or
deliberations
relative
to
the
process
will
happen
in
this
forum,
well
in
the
virtual
form
for
the
foreseeable
future,
and
so
you
know,
as
we
move
through
this
process,
our
fellow
bostonians
will
be
moving
with
us
now,
certainly
from
you
know,
when
it
come
from
an
input
standpoint,
it
is
through
the
public
comments
and
also
through
the
listening
session.
So
we
had
two
listening
sessions
already.
H
The
next
listening
session
will
be
sometime
in
may.
That
will
that
that
the
public
has
an
opportunity
to
weigh
in
and
to
I
mean
on
saturday,
we
heard
some
really.
I
thought
interesting
recommendations
as
it
relates
to
what
you
know.
A
potential
policy
could
look
like,
and
so
one
yes
through
by
virtue
of
this
process,
because
this
is
a
task
force
and
all
of
our
meetings
are
open.
The
public
will
will
be
moving
through
this
with
us,
including,
as
we
start
to
put
pen
to
paper
two.
H
H
H
C
C
Possibly
go
beyond
the
status
quo,
they
know
what
the
charge
is.
Maybe
we
have
to
remind
them
regularly
what
it
is.
Maybe
we
have
to
remind
them
at
the
beginning
of
every
meeting
that
we're
looking
for
new
ideas
so
that
we
don't
spend
as
much
time
hearing
that
the
zip
code
is
not
a
perfect
system,
because,
quite
honestly-
and
I
don't
mean
this
in
any
critical
way-
no
system
is
going
to
be
perfect.
C
But
and
then
the
other
thing
that
came
up
that,
I
quite
don't
know
how
to
deal
with
okay-
and
that
was
our
first
speaker
who
talked
about
not
knowing
you
know
which
direction
the
court's
going
in
and
what
have
you
I
for
one
would
feel
uncomfortable
telling
judge
young
that
he's
got
to
be
more
transparent
or
whatever
the
term
would
be.
But
the
speaker
raises
a
point.
C
C
C
It's
not
our
own,
and
so
I
just
want
to
make
that
clear
that
we
understand
where
it's
coming
from,
but
this
would
be
literally
no
different
than
any
case
appearing
in
federal
district
court
and
how
the
district
or
the
school
committee,
or
for
that
matter,
the
task
force
you
know
gets
into.
That
is,
I
think,
beyond
our
scope
and
with
that
it's
time
I
think,
to.
H
C
H
I
do
want
to
comment
on
that
as
well,
and
mr
acevedo,
I
see
your
hand
I'll
come
to
you
in
one
moment
just
want
to
stay
with
this
comment.
I
I
I'm
glad
that
you
called
that
out.
I
actually
had
it
in
my
note
to
call
it
out
as
well,
and
I
missed
it
sorry
about
that
right.
The
the
charge
of
this
body
is
specifically
related
to
the
admissions
policy
it
is.
H
But
that
being
said,
I
will
always
encourage
us
as
residents
as
bostonians
to
you
know,
to
try
to
sit
in
on
those
on
those
hearings,
because
they
are
quite
interesting
and
to
the
extent
that
you
are
connected
to
other
organizations,
encourage
them
to
host.
You
know
kind
of
informational
sessions
relative
to
them,
but
that
is
not
the
scope
of
this
body
and
we
do
have
a
charge
and
we've
got
a
deadline
to
meet
and
mr
condepositis
and
I
assure
you
we
will
meet
that
deadline
in
terms
of
delivering
a
policy.
H
E
That's
the
nature
of
conspiracy
theories
but
and
several
have
already
been
swelling
around
us
and
this
work
since
the
working
group,
but
would
it
be
possible
to
create
some
sort
of
facts
versus
myths
document
about
what
is
and
what
is
not
the
nature
of
our
work,
the
nature
of
our
recommendations,
I
mean
sometimes
it
it
takes
it.
It
takes
a
bit
more
creativity
than
it
seems
to
create,
but
first
you
have
to
identify
the
myths
and
the
sullivan
you.
E
E
We
want
it
out,
I
think,
over
time
and
then
we'll
just
be
able
to
point
to
myth.
Buster
item
number
three
or
whatever,
yeah
we've
seen
that
before
we've
already
addressed
that
have
you
you
know,
but
to
be
able
to
create
a
document
that
addresses
that
separates
fact
from
myth,
particularly
as
we
zero
in
on
a
natural
policy.
H
Yeah
I
I
agree.
We
need
to
give
that
some
thoughts
again.
You
know,
I
definitely
want
us
to
stay
on
focus,
but
it
is
important
to
acknowledge
that
you
know
that
there's
the
myths
and-
and
the
false
information
is
has,
I
was
gonna,
say,
is
creeping,
it's
not
is
creeping
it
it.
It
absolutely
has
entered
into
into
our
conversation,
and
so
we
are
going
to
have
to
address
it
because
again
it
will
only
serve
to
keep
us
from
achieving.
W
H
Also,
just
not
healthy
for
us
as
as
bostonians
it's
not
it's,
it's
not
healthy.
It's
divisive,
and
you
know-
and
so
many
of
us
work
really
hard
every
day
to
bring
us
together
as
a
community
that
we've
gotta
make
sure
that
that
again,
that
we're
doing
what
we
can
to
put
the
correct
information
out
there
and
what
better,
quite
frankly,
what
better
body
than
us,
those
of
us
who
actually
wrote
the
darn
thing
to
help
people
to
better
understand
it.