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From YouTube: Exam School Admissions Task Force Meeting 5-11-21
Description
Exam School Admissions Task Force Meeting 5-11-21
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And
the
minutes
capture
part
of
chris
minich's
answer,
which
was
about
intellectual
property,
but
I
I
would
also
like
for
the
minutes
to
capture
the
fact
that
he
said
you
cannot
game
the
test
and
that
they
go
after
test
prep
companies
and
then
the
second
point
that
I'd
like
the
minutes
to
capture
is
much
later
in
the
meeting.
He
and
I
had
a
several
minute
exchange
about
evidence
of
predictive
validity
for
the
nwea
map
growth
and
I
think
that
the
fact
that
those
tests,
those
studies,
do
not
exist.
N
O
B
Q
A
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F
S
H
L
S
S
S
That's
because
there's
over
800
geocodes
in
the
city,
we
believe
they
were
originally
created
in
the
70s,
but
there's
some
lack
of
clarity
on
if
or
how
or
when
boundaries
of
geo
codes
are
redrawn,
whereas
for
census
tracts
they
are
revisited
every
10
years
and
then
important
to
note
those
american
community
survey.
Data
points
that
I
mentioned
are
not
available
at
the
geo
code
level,
so
just
wanted
to
share
those
two
sort
of
distinctions.
S
L
Topic
so
miss
hogan.
I
do
not
see
any
hands
raised,
however,
I
do
have
just
I
just
want
to.
I
have
a
clarifying
question
so
in
in
in
your
research,
so
you
said
that
you
found
that
the
geo
codes
were
originally
created
in
the
70s
and
the
third
bullet
point
saying
that
you
know
we
don't
there's
not
clarity
around
if
power,
when
geo
codes
are
redrawn,
have
the
geo
code
do
we
know,
have
the
geo
codes
been
redrawn
since
the
70s
at.
S
I
actually
I'm
not
sure
that
they're
used
for
much
at
this
point.
We
have
used
geo
codes
within
the
opportunity
index
to
measure
the
number
of
times
a
student
has
moved
in
the
last
five
years,
because
geo
codes
are
so
small.
We
can
see
movement
sort
of
like
within
census,
tracts
or
within
zip
codes
in
a
way
that
if
a
student
moves
within
a
single
zip
code,
you
won't
see
that
change.
But
I,
beyond
that,
I
am
not
aware
of
any
major
uses
of
geo
codes.
T
R
S
So
I
pulled
this
slide.
This
map
is
from
2010,
but
there
should
be
a
2020
census
tract
map
with
the
most
recent
census.
It's
approximately,
I
said
approximately
178,
because
I'm
not
sure
if
the
number
has
changed
from
year
to
year.
So,
okay,
more
than
zip
codes,
which
were
about
30
less
than
geo
codes,
which
are
over
800.
L
S
S
L
M
Somehow
I
thought
that
the
use
of
geo
codes
in
determining
a
school's
they
played
a
bigger
role
in
determining
a
school's
opportunity
index,
perhaps
even
defining
you
know,
levels
of
economic
disability
in
the
immediate
areas
or
among
the
students
serving
well
that's.
Actually,
that
sounds
like
what
you've
said
right.
You.
M
S
S
L
S
So
a
little
deeper
in
the
opportunity
index
because
on
friday
I
believe
I
I
sort
of
just
verbally
said
this,
so
I
wanted
to
provide
some
of
it
written
down
for
more
reference,
but
the
there
are
three
main
components
of
an
opportunity:
index
score:
there's
neighborhood
components,
individual
student
characteristics
and
past
performance.
At
the
student
level
that
are
aggregated
together,
we
call
it
a
weighted
composite
where
the
weights
are
determined
based
off
of
statistical
modeling
of
historical
data.
S
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So
one
example:
the
median
household
income
variable
used
to
be
a
composite
of
multiple
variables
from
the
american
community
survey
and
in
the
revisions
we
changed
it
to
just
media
and
household
income
as
one
example,
and
so
through
that
process
we
did
another
round
of
statistical
modeling
to
determine
weights.
But
then
we
have
not
adjusted
the
weights
since
then,.
B
S
V
Thank
you.
I
was
just
wondering
which
components
specifically
in
the
opportunity
index
criteria
would
be
easily
attainable,
whether
through
public
records
or
deci
reports,
or
something
else
for
non-bps
schools
that
if
we
were
trying
to
assess
levels
of
need
across
the
city,
regardless
of
the
types
of
schools
that
students
students
attend.
Knowing
that
economically
disadvantaged
students
attend
multiple
school
types
in
the
city.
What
would
be
available
to
us
on
this
on
this
menu.
S
S
Are
all
very
individually
student-based,
so
you
need
to
know
specifics
about
each
individual
student,
so
I
think
the
neighborhood
pieces,
maybe
more
generally,
where
you
could
think
about
this-
looks
at
the
census
tract
that
the
student
lives
in,
but
we
could
think
about
the
census
tract
where
the
student
where
the
school
is
located.
Excuse
me
as
a
potential
for
some
of
the
neighborhood
data,
but
there's
a
section
that
will
answer
some
of
your
question.
Mascara
too,.
T
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L
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S
This
is
similar
to
the
model
used
in
the
state
of
texas,
where
the
top
10
of
graduating
seniors
are
guaranteed
admission
to
a
public
university
in
the
state.
So
we
were
able
to
look
at
this
across
all
school
types
in
boston,
and
so
what
this
slide
shows
is
for
schools,
with
either
sixth
or
eighth
grade,
how
many
schools
there
are
and
using
data
from
the
department
of
elementary
and
secondary
education.
S
If
you
were
to
invite
the
top
five
percent
from
each
of
these
schools,
how
many
students
would
that
be
or
the
top
10
percent
I
those
are
example,
percentages.
They
could
be
something
different,
but
did
want
to
note
that,
because
of
the
differing
school
size
across
the
city
of
boston,
we
have
some
pretty
small
schools
and
some
much
larger
schools.
S
S
S
L
L
And
it
looks
right,
and
so
then
5
would
be
about
200.
That
number
is
actually
about
right:
250,
8,
259
ish,
how
many
seats.
I
know
you
answered
this
question
last
week
and
I
just
want
to
I'm
looking
through
my
notes,
but
you
might
know
it
off
the
top
of
your
head.
How
many
seats
were
allocated
in
the
20
distribution
this
year
in
the
20.
L
S
M
No,
I
know
I'm
talking
about
this
particular
slide.
My
question
is
limited
to
this.
This
slide
so
we're
saying
that
you
know
you're,
you
you're
the
say
that
you're,
the
top
10
percent
at
name
of
school.
The
burke
is
that,
based
on
your
grade
point
average
or
are
some
sort
of
well
mcas
scores
wouldn't
be
at
play
this
year.
But
traditionally
is
it
primarily
a
matter
of
gpa.
L
S
Q
Hi,
so
my
question
is
regarding
the
numbers
shown
in
the
five
to
ten.
What's
two-part
question,
so
the
first
part
is:
are
the
numbers
regarding
the
five
and
ten
percent?
Are
they
strictly
for
bps
students
and
are
we
able
to
find
data
about
other
schools
based
on
the
five
to
10
percentile
rules
in
the
bps
like
function
like
or
would
we
would
we
be
able
to
access
that
data
as
well.
S
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B
S
B
S
T
Similarly,
if
academic
performance
is
one
of
the
factors
that
desi
tracks
across
all
school
age,
children
in
the
state
of
massachusetts,
do
they
have
some
sort
of
formula
that
levels.
The
grading
discrepancies
across
schools,
both
within
a
district
as
well
as
between
types
of
schools,
and,
if
so,
are
they
able
to
perhaps
share
that
model
with
us,
as
we
think
about
how
we
might
compare
grades
and
academic
achievement
across
our
city.
S
S
So
at
the
time
that
this
analysis
was
done,
the
most
recent
data
available
was
from
2018.
The
2019
data
is
now
available.
We
just
have
not
yet
updated
this
analysis,
so
the
variables
included
are
median
household
income
percent
of
households
occupied
by
the
owner
percent
of
families,
headed
by
a
single
parent
percent
of
households
for
a
language
other
than
english
is
spoken
and
educational
attainment,
which
combines
five
data
points
of
adults
based
on
their
educational
attainment
of
high
school
diploma
college
degree
advanced.
S
S
S
N
N
N
T
T
T
S
S
B
S
L
L
S
G
J
K
S
The
number
of
tracks
within
each
tier
in
order
to
get
to
a
roughly
equal
number
of
school-age
children
within
each
tier.
So
when
I,
when
I
finish
updating
this
slide,
that
I
clearly
got
partially
through,
because
I
missed
filling
in
the
number
of
tracks
here-
there
are
more
school-aged
children
in
some
of
the
tracks
that
are
in
tier
one
than
there
are
in
tracks.
That
are
tier
four,
which
is
why
you
see
more
census
tracks
in
tier
four
than
you
do
in
tier
one.
S
S
N
T
The
other
factor-
and
I
don't
know
how
this
plays
out,
but
applicants
to
exam
schools,
are
of
a
certain
age.
So,
even
if
you
have
equally
equal
equal
proportions
of
school-age
children
within
each
tract,
that
doesn't
necessarily
reflect
the
fact
that
you
have
equal
proportions
of
exam
age.
Qualified
students
in
each
track,
correct.
S
K
L
S
L
Q
S
L
S
So
I'm
not
gonna
spend
a
lot
of
time,
but
you
will
see
these
when
the
presentation
gets
sent
out
that
you
can
look
at
so
we
did
include
maps
for
each
of
the
variables.
So
you
can
see
the
distribution
across
the
city
for
each
variable
within
the
tier
and
they
are
there's
a
slide
for
each
map,
so
they
are
a
little
bigger
too.
I
did
want
to
go
back
as
one
last
note.
S
S
S
S
L
L
N
K
L
Okay,
I
actually
I
do
have
one
I
wanted
to
just
going
back
to
the
requests
from
the
task
force
for
data
related
to
specifically
disaggregated
data
related
to
the
invitations
to
the
schools
for
this
year
and
it's
disaggregated
in
historical
data.
I
know
last
week
you
indicated
that
you
thought
friday
you'd
be
able
to
have
that,
for
us.
L
L
L
N
Well,
I
I
asked
the
question
at
a
meeting
last
week
just
to
have
a
conversation
among
task
force,
members
about
what
we
each
mean
by
rigor
and
if
we
have
a
task
force,
consensus
definition
of
rigor
to
move
forward
with.
Since
that's
one
of
the
charges
of
our
group
in
in
the
charge,
it
reads:
maintain
rigor,
while
increasing
representativeness.
L
Q
Q
I
know
we
all
get
caught
up
with
using
acronyms
and
stuff,
but
as
someone
who
hasn't
spent
much
time
in
in
his
late
we'll
join
this
committee
late,
I
it's
hard
for
me
to
stay
connected
when
we're
using
a
lot
of
obi
like
there's
a
lot
of
acronyms,
so
I
just
asked
if
we
could
explain
even
like
some
of
the
more
complicated
vocab
words
just
try
and
break
them
down
from
both
me
and
I'm
assuming
the
audience
as
well.
Thank
you.
L
We
can
definitely
do
that.
Miss
tongue
want
to
go
back
to
your
question
about
rigor.
You
did
put
that
on
the
table,
for
us
is,
do
you
do
you
want?
Are
you
comfortable,
if
we
kind
of
indicate
now
for
the
group
that
that
we'll
discuss
that
on
friday,
so
folks
can
really
kind
of
take
the
next
couple
of
days
to
think
about
what
rigor
means
for
each
of
us
great?
I
think
you've
rightly
pointed
out
that
that
is
part
of
our
charge
to
kind
of
balance.
T
I
just
have
a
more
nuanced
point
to
make
to
ms
tong's
question.
I
think
around
rigor,
which
is
whether
we
feel
the
standard
of
rigor
is
something
that
is
fixed
or
if
it's
something
that
is
relative
and
the
reason
I
ask
that
is
because
math
growth
as
a
test
is
relative,
and
not
only
is
it
relative
within
the
individual
students
performance,
but
as
a
national
meta
level
component,
it
is
relative
to
the
country's
performance
as
well.
T
I
think
he
said
there
were
25
or
29
million
students
who
take
that
test,
and
so
the
scores
of
performance
both
achievement
and
by
virtue
of
achievement,
the
growth
that
happens,
slides
according
to
the
national
performance
standard
of
students.
So
if
national
performance
for
better
or
worse
likely,
worse
is
degrading,
what
does
that
mean
to
the
standard
of
rigor
at
exam.
L
M
L
L
With
that
being
said,
is
there
we
should
transition
into
our
discussion?
We
did
receive
some
additional
data
today
we
started
the
conversation
last
friday
with
respect
to
you
know,
for
each
of
us
some
of
the
things
that
we
would
like
to
see
again.
You
know
with
an
understanding
that
we
don't
yet
have
the
full
picture
of
the
current
interim
policy
and
its
full
impact
are
there?
Does
anyone
have
additional
thinking
from
yesterday
yesterday?
It
feels
like
yesterday
from.
M
M
It
really
is
a
thorough
decision
for
just
a
for
a
circuit
court
decision.
Most
of
it
is
dicta,
which
means
nothing
to
anybody
else,
but
us
you
know
it's
an
advisory
opinion
like
eighty
percent
of
it
addressed
to
us.
I've
just
started
scratching
it,
but
at
some
point
I
think
we
all
needed
whether
you
have
a
legal
background
or
not
be
conversant
in
it,
and
I
would
love
to
read
it
through
before
I,
I
don't
I
frankly.
L
L
All
of
those
wonderful
words
that
both
both
opinions
provide
to
us
so
that
we
can
make
sure
that
as
a
task
force,
we
are
all
we
all
have
at
least
a
base
level
understanding
from
which
to
work.
Would
that
be
helpful?
I'm
seeing
not
I'm
seeing
like
the
naughty
yes,
okay,
perfect,
so
we'll
we'll
work
to
do
that.
A
You
miss
sullivan,
we
have
seven
speaker
this
evening
and
each
speaker
will
have
two
minutes
per
person.
Take
your
name
affiliation.
What
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name.
Please
raise
your
hand
virtually
in
zoo.
Also,
please
make
sure
you're
signing
to
zoom
with
the
same
name.
You
use
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
A
U
U
Hi
good
evening,
my
name
is
I'm
a
resident
of
west
roxbury.
I
was
reading
the
exam
school
admissions
summary
published
on
bps
website
and
found
all
charts
in
this
summary
provide
a
data
comparison
between
this
year
and
last
year,
except
for
one
table
called
school
year,
21
to
22
invitations
by
zip
code.
U
So
there
was
only
this
year's
data
in
in
this
table,
and
then
last
year's
numbers
were
missing
and,
and
the
summary
says,
in
some
zip
code
there
was
a
little
to
no
change
in
the
numbers
of
limitations
received
this
year.
However,
we're
supposed
to
be
the
lowest
the
median
family
received
more
invitations
than
last
year,
including
the
codes
in
dochester
roxbury
and
the
metapan.
U
So
I
was
curious
how
this
conclusion
was
reached
without
last
of
data,
so
I
looked
up
on
bps
website
and
finalized.
Yes,
imitation
numbers
on
another
web
page.
So
after
a
little
analysis,
I
found
the
two
things
in
this
summary
didn't
seem
right.
First,
only
one
zip
code
of
south
boston
02127
had
no
change
in
numbers
of
invitations
this
year,
and
only
one
zip
code,
headpark
02136
can
be
considered
a
little
change
because
the
imitation
decreased
by
less
than
two
percent
and
all
other
zip
codes
had
a
change
from
23
to
430.
U
So
I
don't
understand
how
that
conclusion
later
to
no
changing
in
some
zip
code
was
stored
from
the
data.
So
the
other
finding
was
that
among
the
zip
codes
with
the
lowest
medium
family
income,
five
ozone
actually
received
the
last
inventory
invitations
this
year,
so
longwood
family
zero
to
one
and
five.
U
By
33,
so
roxbury
down
by
35,
chinatown
down
by
71
percent
south
and
zero,
two
one
and
eight
down
by
twenty
five
percent
and
little
tested
zero
to
one
two,
two
down
by
twenty
six
percent,
so
that
that
conclusion,
that
the
zip
code
is
the
lowest
the
median
family
income
received
more
invitation
than
last
year
doesn't
seem
right
too.
So,
if
what
what
I
found
were
wrong,
please
correct
me
because
I
do
not
want
my
comment
to
mislead
the
public.
Thank.
L
O
Thank
you.
Yes,
thanks
a
lot
of
opportunity,
I'm
a
resident
of
city,
boston
in
the
neighborhood
of
west
roxbury
and
by
the
way,
as
a
layman
in
the
field
of
education,
without
closely
following
the
past
meetings.
My
comments
remain
to
be
very
general,
so
you
know
everything
considered.
I
saw
a
need
of
change
for
the
historic
admission
policy.
However,
I
strongly
opposed
the
change
being
made
for
this
year's
application
process.
O
O
O
I
think
we
need
to
focus
on
the
equality
in
the
face
of
of
opportunity
rather
than
outcome,
so
otherwise
we
will
run
into
risk
of
sacrifice,
academic
excellence
and
competitiveness
so
and-
and
eventually
this
would.
This
would
undermine
the
prosperity
of
the
city
of
boston
and
our
nation,
and
so
education
brings
hopes
to
each
family
and
and
it's
essential
for
people's
life
and
and
the
family
prosperity.
O
People
will
make
decisions
based
on
the
best
interest
of
their
family,
and
so
and
then
you
know
if
their
policy
change
is
too
drastic
and
then
people
will
move
around
and
move
out.
So
therefore,
all
admission
policy
change
should
be
thoroughly
considered
and
balanced
between
the
maintaining
the
curriculum,
rigor
and
the
other
social
factors.
W
Talk
now,
thank
you
so
much
so
I
really
appreciate
all
of
the
everything
that's
gone
into
this
meeting.
I've.
I've
listened
so
closely
and
I've
I'm
off
note
now,
because
I
had
a
lot
of
things.
I
wanted
to
say
before,
as
a
parent
of
a
student
who
has
gone
to
bps
and
now
doesn't
she's
going
to
go
into
ninth
grade,
I'm
following
this
process
very
closely,
because
for
a
lot
of
reasons
I
really
want
to
just
say
my
most
important
focus.
W
W
You
know,
especially
there's
so
few
seats
for
ninth
grade,
that
I
feel
that
we
really
need
to
keep
in
in
mind
that
we
have
five
months
to
go
before
the
test
gets
taken
and
that
we
don't
rush
to
a
decision,
but
please
keep
in
mind
that
there's
a
lot
of
people
who
it's
really
important
too.
So
I'm
sorry.
W
A
A
X
Okay,
finally,
thank
you
hi,
my
name
is
ivan
rong,
I'm
a
boston,
latin
school
parent,
I'm
from
west
raspberry.
So
first
thank
you
for
all
your
work
again,
so
I've
I
have
a
pretty
long
testimony.
So
let
me
read
it
so.
On
the
surface,
the
one
year
interim
plan
helped
achieve
your
diversity
goal.
However,
if
taking
a
deep
look
at
the
data,
I'm
afraid
that
the
plan
fails
miserably
first,
the
bps
stated
that
invitation
numbers
remain
the
same
in
some
difficult.
As
the
first
speaker
said,
this
is
not
true.
X
X
X
Third,
in
this
important
plan,
where
a
student
leaves
and
if
a
teacher
is
strict
or
not
when
grieving
students
are
the
most
important
factors,
low
income
families
living
in
high
income,
take
care
of
harm,
awc
kids
were
harmed.
Working
hard
was
not
valuable.
This
policy
and
the
process
of
producing
this
policy
did
not
reflect
any
of
the
american
values,
there's
no
fairness,
justice,
equality
or
equity.
X
So
this
one-year
policy
has
caused
irreparable
damage
to
many
young
left
and
their
families,
so
for
the
new
plan.
First,
I
urge
you
to
understand
the
impact
as
much
as
possible
before
implant
implementing
it.
Secondly,
please
do
have
bps
share
the
impact
analysis
and
the
data
for
doing
the
analysis
to
the
public
for
comments
before
you
make
any
recommendations.
X
Third,
drastic
changes
will
mostly
lead
to
disaster.
I
urge
you
to
make
a
gradual
change.
First,
please
give
families
at
least
one
year
in
advance
when
you
make
changes
to
the
policy,
in
fact,
according
to
the
2021
ranking
of
the
school
diversity
by
meet
the
palm
beach
academy
and
all
grant
school
ranked
number
four
and
five
in
400
public
high
schools
in
massachusetts,
but
latin
schools
also
got
an
a
please,
don't
replace
something
that
works,
although
not
very
perfect,
with
garbage
again.
Thank
you.
Y
Y
Y
Y
All
right,
so
matthew
was
lucky
enough
to
get
in
bls
last
year
and
love
every
inch
of
it.
Unfortunately,
my
marcus
sixth
grader
enjoys
gilmer
has
not
been
invited
to
bls
or
any
of
the
exam
schools.
Despite
his
eight
plus
grades.
I
actually
tested
him
too,
with
ise
just
to
gauge
his
qualification.
He
scored
confidently
enough.
I
mean
high
enough
for
the
traditional
bls
admission
test.
Y
I'd
also
like
to
mention
that
I
am
a
filipino
and
I
advocate
for
diversity
and
equal
opportunity,
but
in
our
effort
to
bridge
the
gap
in
bps
education
and
to
provide
equal
opportunity
to
every
kid,
I
think
that
the
2080
represents
a
reverse
discrimination
amongst
the
serving
students
there
got
to
be
a
higher
percentage
for
merit-based
seeds.
I
feel
like
the
several
several
gpa
data
points
are
not
reliable
as
they
vary
in
class
teachers
and
other
factors
like
private
and
public.
Y
You
know
private
and
public
schools,
but
so
therefore
there
has
to
be
a
standard
or
concrete
criteria
on
it.
On
a
test
to
fairly
chose
to
serving
students,
the
2080
doesn't
seem
to
be
fair.
Marcus
didn't
choose
to
be
in
zero,
two
one,
three
two,
you
know
and
he
didn't
choose
to
have
you
know
a
parent
who
earns
above
average
I
mean
at
first.
You
know
he
thought
that
having
a
good
job
can
be
now
a
liability,
but
you
know
I
thank
you
for
this
opportunity.
Y
It
is
my
it
is
my
aim
that
for
every
child
to
believe
that
they
are
given
equal
opportunity
based
on
their
own
performance
and
not
on
their
parents,
choice
of
zip
code
and
not
on
their
parents,
ability
to
provide
for
them
and
not
based
on
their
color,
believe
it
or
not.
I
have
experienced
racism
before
too.
I've
stood
at
high,
but
this
one
really
hurts
me
a
lot
that
I
think
every
kid
especially
asian
kids
are
not
given
asian
american
kids
are
not
given
equal
opportunity.