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From YouTube: Exam School Admissions Task Force Meeting 5-14-21
Description
Exam School Admissions Task Force Meeting 5-14-21
B
C
A
F
Yeah
good
afternoon
I
would
be
the
vietnamese
interpreter.
G
Good
evening,
mr
content
passes
good
evening.
However,
all
the
people
here
on
this
meeting.
G
H
J
L
B
B
M
B
B
N
O
P
A
A
B
Thank
you
item
number
four
on
the
agenda
is
review
of
data
from
the
boston
public
schools
before
we
do
that,
I'd
ask
ms
sullivan
the
co-chair.
She
has
any
information
she'd
like
to
share
with
us
this
evening.
B
R
Yes,
mr
constant
practice
I
am,
and
monica
hogan
will
be
assisting
me
and
she's
also
gonna,
help
me
by
driving
the
slides.
Thank
you.
R
So
good
evening,
task
force,
force,
members
and
members
of
our
public
tonight
we're
going
to
share
some
of
the
data
requests
that
came
in
from
our,
I
believe,
last
two
meetings.
R
I
do
want
to
start
by
saying
that
there
are
some
data
requests
that
we
are
still
working
on,
so
we
will
hope
to
have
those
at
the
next
meeting
of
this
body.
I
also
want
to
apologize
up
front
that
you
do
not
have
these
slides
in
advance.
R
R
This
first
slide
looks
at
our
historical
applicant
pool
and
those
that
received
invitations
by
school
type
for
both
grades
seven
and
grades
nine.
R
So
if
we
start
with
our
top
table,
you
will
see
that
in
the
2018
2019
school
year
we
had
a
total
of
2138
applicants
and
I
went
down
in
the
following
year
and
significantly
up
in
the
year
after
in
2020
and
2021
likely
due
to
the
the
implementation
of
school-based
testing
and
then
for
this
school
year.
We
see
the
drop
to
1666
applicants.
R
We
can
see
that
the
percentage
of
bps
student
applicants
was
higher
for
the
2020
and
2020
2021
school
year
and
for
this
school
year's
process
it
went
up
a
bit
as
well
for
the
seventh
grade
for
the
ninth
grade.
You
can
also
see
the
same
numbers
in
terms
of
in
2018
and
2019
school
year.
We
had
1440
applicants
for
this
school
year.
We
had
760
applicants,
however,
in
terms
of
the
percentage
of
bps
students
that
made
up
the
applicant
pool
the
20
this.
R
R
R
You
see,
340
students
were
invited
and
you
can
see
that
the
percentage
of
bps
students
as
you
look
across
both
seventh
and
ninth
grade,
increased
significantly
from
the
18
19
school
year
to
the
school
year
process
being
74
for
7th
grade
and
77
for
ninth
grade
next
slide.
Please
so
we're
going
to
talk
a
little
bit
about
the
invitations
by
exam
school.
R
So
as
we
look
at
sending
school
type
to
the
three
exam
schools,
the
funding
schools,
the
darkest
color
being
bps
schools,
the
then
kind
of
periwinkle
blue
being
charter
and
then
the
light
blue
being
private,
peripheral
and
mecca
students.
R
Conversely,
the
charter
and
private
parochial
med
coast
percentages
went
down
to
about
20
percent
bls
remained
the
same
for
bps
student
invitations.
However,
we
did
see
an
increase
in
charter.
School
student
invites
and
a
slight
decline
in
the
private
parochial
medco
invites
and
then
for
the
o'brien.
We
also
saw
a
12
increase
in
the
bps
student
invitation,
pool
with
the
total
of
chartered
private,
parochial
and
metco
being
13.
R
R
R
R
You
can
also
see
that
the
private
parochial
mecca
bucket
went
down
a
bit
there
and
then,
lastly,
for
riot,
you
also
see
here
that
there
is
significant
increase
in
the
percentage
of
bps
students
invited
to
school.
R
You
also
see,
similarly,
a
significant
increase
in
the
black
student
population
from
6
percent
to
17,
a
slight
increase
for
the
latinx
population
from
12
to
15
percent,
so
a
three
percent
increase
and
then,
conversely,
you
see
a
decline
in
our
white
student
population
of
about
12
percent
and
our
asian
american
student
population
of
about
3
percent.
R
Lastly,
for
obrient,
the
bigger
increase
in
enrollment
is
among
our
white
student
population
there.
So
there's
a
six
percent
increase
there,
but
a
two
percent
decrease
among
our
latinx
students,
a
one
percent
increase
for
our
black
students,
and
then
we
see
a
seven
percent
degrees
for
our
asian
student
population.
Q
Actually,
I'm
sorry
monica,
would
you
mind
just
holding
the
slide
for
a
minute
yeah.
Thank
you.
R
We'll
walk
through
the
data
by
ninth
grade
again
for
bla.
Here,
the
greatest
increase
in
terms
of
the
student
population
were
was
among
our
latinx
students
that
went
from
35
to
43.
R
The
enrollment
of
black
students
stayed
approximately
the
same
as
well
as
our
white
students
there's
just
a
one
percent
decrease.
We
saw
the
greatest
decline
here
with
our
asian
student
population
of
eight
percent
for
bls.
The
greatest
increase
here
is
for
our
latinx
student
population
from
17
percent
to
34.
So
almost
double.
R
We
see
a
slight
increase
for
our
black
student
population,
a
slight
decline
of
seven
percent
for
our
white
student
population
and
from
24
to
12
percent
of
our
asian
student
population.
So
that
would
be
a
percentage
point
decrease.
R
And
then,
when
we
go
over
to
orion,
we
see
that
there
is
a
increase
in
our
latinx
student
population
from
35
to
46
a
decline
in
our
black
student
population
from
35
20
to
29,
as
well
as
a
decline
in
our
asian
student
population
from
18
to
12
percent.
There
is
a
slight
increase
in
our
white
student
population
by
one
percent
here
and
as
well
as
our
students
who
we've
categorized
as
other
I'll.
Give
you
all
a
minute
to
look
at
that
slide
before
you
move
on.
R
R
P
Sure,
yes,
for
by
by
race,
by
socioeconomic
status
by
neighborhood,
given
the
charge
that
we
have
as
a
task
force.
Q
The
help-
and
this
is
ms
sullivan-
we
are
going
to
at
the
end
of
this
session-
kind
of
walk
through
the
outstanding
data
requests,
so
that
we
can
ensure
that
we
are
all
on
the
same
page
and
that
all
of
the
requests
that
have
been
made,
specifically
as
it
relates
to
the
social
econom.
Mr
kreger,
as
you
reference
the
socioeconomic
data,
the
neighborhood
data
that
we've
asked
for
all
with
a
historical
lens
that
that
we
have
a
that.
Q
That
is
being
appropriately
prioritized
so
that
it
can
be
shared
with
this
body
to
help
inform
our
decision
making.
So
that
we
will.
We
will
kind
of
review
the
list
to
make
sure
both
the
the
list
that
was
running
since
last
week,
as
well
as
any
new
data
requests
that
come
from
today.
N
Yes,
thank
you,
mine
was
was
fast,
just
wanted
to
a
point
of
clarification
that
these
are
invitee.
This
is
invitee
data,
which
can
be
slightly
different
from
enrollment
data,
and
I
just
I
flagged
it
because
when
I
looked
at
my
own
data
as
a
school,
I
didn't
recognize
some
of
the
proportionality.
N
For
example,
our
our
current
seventh
grade
class
is
not
fifty
percent
white
because
there
was
a
higher
level
of
not
accepting
seats
from
white
students.
So
it's
actually
forty
five
percent
white.
N
So
I
just
wanted
to
distinguish
between
this
being
the
invitees,
but
our
process
of
over
inviting
sometimes
does
change
proportionality,
so
we
would
not
actually
know
the
true
composition
of
the
enrolled
class
until
september,
though
this
is,
of
course
very
predictive,
but
I
just
wanted
to
mention
that
in
case
anyone
notices
a
difference
between
the
numbers
that
we're
looking
at
for
invitees
and
numbers
that
folks
might
see
on
deci
websites
or
other
places
that
have
our
school's
demographics
included.
T
Thank
you.
I
actually
am
piggybacking
on
that
same
observation
and
wondering
if
we
have
historic
acceptance
rates
to
compare
to
the
actual
invitee
rates.
So
we
can
see
where
you
know
to
what
point
this
task
force
actually
might
have
a
modicum
of
purview
and
where
things
actually
then
become
part
of
the
family's
decision
making
and
not
the
task
force
decision
making.
R
Yeah,
we
will
add
that
so
you're
looking
for
the
historical
yield
from
apple
attempt
to
invitation
invitation
sign
up.
Yes,
sorry.
R
R
So
first
we're
going
to
look
by
sending
school
type
again
here,
dr
dark.
The
darkest
blue
is
bps
student,
the
periwinkle
sort
of
blue
is
charter
and
then
the
light
for
baby
blue
is
private,
parochial
and
metco.
R
R
The
bps
student
invite
invitations
was
about
the
same
at
74,
the
private,
parochial
and
metco
was
18
and
then
percent
for
a
charter
for
our
ninth
grade
invitation
pool
you'll
see
that
there's
a
higher
increase
for
bps
students
in
the
20
pool,
with
81
of
the
invitees
being
bps
students.
R
We
see
that
there
is
a
slip
there
between
the
parochial,
private
and
mecca
and
the
charter
with
the
charter.
Invitations
being
twelve
percent
and
then
the
private
profile
mecca
being
seven
percent
for
the
eighty
percent.
Seventy
six
percent
are
bps
students
who
were
invited,
followed
by
fifteen
percent
being
private
for
apo
and
metco,
sorry
and
10
being
our
charter
school
students.
R
So
for
the
seventh
grade,
the
majority
of
our
20
seats
46
went
to
white
students
followed
by
18
to
latinx
students
and
then
15
to
asian
students,
14
to
black
students
and
then
seven
percent
to
students
who
we've
classified
as
identified
here
as
other
within
the
eighty
percent
pool
27
of
the
invitations
went
to
white
students,
followed
by
25
percent,
going
to
black
students
and
24
going
to
latin
next
students
and
then
18,
going
to
asian
students
and
5
to
those
we've
identified
here.
R
As
other
go
over
to
our
ninth
grade,
we
can
see
that
in
the
20
40
46
percent
of
invitees
for
latinx
33
were
black
and
18
asians,
and
I
cannot
read
that
first
number.
I
think
it
says
eight
percent,
but
I
might
be
wrong
so
I'll.
Ask
miss
hogan
to
correct
me
if
I'm
wrong
are
white
students
just
trying
to
do
my
math
real
quick
to
you
in
my
head,
see
mrs
miss
sullivan.
Are
you
doing
the
same.
S
Q
R
And
then
we're
going
to
move
to
the
18,
we
see
that
43
of
the
invitations
went
to
latinx
students
26
to
black
students,
17
to
white
students,
11
percent
of
the
were,
and
then
three
percent
classified
here
with
other.
R
Okay,
now
we're
going
to
look
at
the
quotes.
You
all
asked
about
geographic
distribution,
so
these
are
seventh
made
invitations
distributed
within
the
20
and
80
by
zip
code
for
each
zip
code.
You
can
see
how
many
invites
for
a
part
of
the
20
versus
the
80.
R
I
am
not
going
to
try
to
read
this
slide
to
you,
but
I
will
give
you
time
to
take
a
look.
Add
it
yeah,
that's
your
leisure.
R
I
will
note
that
in
the
20
the
highest
percentage
of
seats
is
in
west
foxbury
for
the
80.
I
believe
it
is
the
dorchester
with
the
o2124
zip
code.
N
R
Thank
you
thanks
yeah,
so
if
you
look
at
all
invitees
the
number
or
within
the
20
or
80,
you
can
see
how
many
students
who
are
actually
invited.
You
may
look
in
the
percentage
column
and
see
a
zero
percent,
so
we
will
take,
for
example,.
R
Thank
you.
Yes,
so
in
the
eighty
percent
you'll
see
that
there
are
three
students,
but
it
says
that
the
it's
zero
percent
of
the
overall
it's
just
because
of
how
small
of
a
percentage
it
is.
Q
Miss
roberts,
I
think,
okay,
there
I'm
sorry.
I
was
going
to
ask
about
our
students
in
dcf
custody
and
those
impacted
by
housing
virgility,
but
I
see
them.
I
see
the
zip
code
at
the
bottom.
Thank.
M
R
R
Here
I
believe
matapan
is
the
area
with
the
highest
highest
percentage
of
invitations
under
the
twenty
percent.
R
Q
And
just-
and
this
is
for
this
year,
so
we
the
historical
kind
of
the
look
back
with
respect
to
the
geographic
diversity
that
is
forthcoming
right,
we're
not.
We
don't
have
that
today.
I.
S
R
R
So
we
are
looking
at
the
seventh
grade:
invitations
for
last
school
year's
process
and
this
school
year's
process
by
zip
code.
R
R
R
And
then
you
see
for
this
school
year's
process
that
the
highest
percentage
is
for
dorchester.
R
Q
Quick
question,
mr
robert,
so
with
respect
to
our
homeless
students,
students
in
dc
of
custody
and
our
students,
who
are
impacted
by
housing
fragility,
the
homeless,
gcf
category
at
the
bottom.
So
are
you
so
are
we
unable
to
assess
their
access
to
the
exam
schools
in
school
year?
2021.
R
No,
I
think
in
the
previous
slide
and
miss
hogan
might
be
able
to
find
a
number
for
me.
We
did
share
the
number
of
students
who
were
homeless.
I
don't
think
we
did
dcf
custody
in
that
slide,
but
we
can
probably
get
that
number
it
just
would
have
been.
Those
numbers
would
be
distributed
on
this
side
across
the
zip
codes,
but
we
can
identify
the
total
number.
S
R
Yeah,
I
think
I've
maybe
have
that
data
for
students
experiencing
homelessness
and
then
dcf
care.
It
increased
from
29
students
last
year
to
73
total
this
school
year.
R
73
this
is
seventh
grade
and
then
the
next
side
will
be
ninth
grade.
So
I
have
the
numbers
that
I
just
gave
you.
I
told
them.
Q
R
R
Q
R
R
You
disabilities,
to
the
next
slide.
Thank
you.
So
here
we're
going
to
look
at
our
the
invitations
for
grade
7
on
the
left
side
before
and
then
grade
9
by
english
learner
development
level,
sorry,
english
language,
development
level,
and
for
when
we
look
at
eld
level,
eld1
is
the
lowest
english
language
development
level
and
then
five
is
the
highest.
R
So
this
is
a
two-year
look
from
last
year
to
this
school
year,
numerically
and
by
percentage
you'll
see
for
grade
seven
that
for
last
year
and
this
school
year,
the
greatest
increase
is
an
eld
level.
R
Four,
with
going
from
one
student
across
the
schools
to
45
invitations
for
grade
seven
and
for
grade
nine
you'll
see
that
there
is
a
slight
increase
numerically
from
eld
level.
Four.
But
if
you
look
percentage
wise
you'll
see
that
the
shifts
reflect
a
little
bit
differently.
R
Next
slide,
please:
okay,
we're
going
to
now
look
at
students
with
disabilities
by
setting,
so
when
we
think
about
setting,
we
are
thinking
about
the
minutes
of
service
and
the
location
of
service.
So
we
look
at
substantially
separate
classrooms.
These
are
students
receiving
60
or
more
of
the
instruction
outside
of
a
general
education
classroom.
R
Inclusion
classrooms
are
students
who
are
receiving
the
majority
of
their
education
in
a
gen,
ed
classroom
and
then
under
resources
and
related
services.
Those
may
be
services
provided
in
or
outside
of
a
classroom
to
support
a
student
and
so
for
seventh
grade.
We
see
that
the
greatest
percentage
increase
in
terms
of
investigations
is
for
our
inclusion,
students
who
are
being
served
in
an
inclusion
setting
and
that
there's
a
slight
numerical
increase
in
those
receiving
related
resource
and
related
services,
as
well
as
in
substantially
separate
settings
and
then
for
the
ninth
grade.
R
You'll,
see
that
we
have
22
percent
of
the
invitation.
Students
invited
for
this
year
are
in
a
substantially
separate
classroom
setting
that
for
inclusion
17
compared
to
zero
percent
last
year
for
our
students
receiving
resource-related
services
that
there's
a
site
increase
representing
six
percent
of
students
with
disabilities
invited
and
see.
Mr
condolas
has
his
hand
made.
B
Yeah
this
is
this
is
great
data,
miss
roberts
and
miss
hogan,
a
lot
of
work.
My
question
is
in
preparation
for
the
summer
workshops
that
are
going
to
occur.
The
summer
sessions
for
students
once
the
enrollees
in
these
categories
are
identified
in
each
school.
R
So
our
our
schools
have
currently
have
their
roster
and
our
office
of
special
education,
starting
working
with
them
to
provide
information
on
the
students
we
are
assuming
that
all
of
the
students
are
going
to
come,
so
we're
preparing
for
all
of
them
both
for
the
spring
program
that
is
starting
in
june,
and
then
the
our
school
years
are
working
with
our
office
of
strategy
and
equity
for
the
summer
program,
and
then
we've
started
to
think
about
what
the
school
year
supports.
Look
like
for
all
of
our
students.
R
But
yes,
they
will
have
their
students.
Individual
education
plan
say
iep
just
for
our
broader
audience
to
be
able
to
make
sure
we
provide
the
services
that
students
require.
R
U
Yeah,
I
wonder
about
the
same
lines:
it's
not
typically
students
who
are
like
eld
level,
one
and
two
most
likely
they
are
in
like
sci
classrooms,
and
as
far
as
I
know,
I
don't
know
I
mean
I
wonder
if
the
the
summer
schools
are
gonna
have
like
the
cia
classrooms,
how
are
they
gonna
be
getting
the
resources
for
helping
and
for
supporting
these
students.
R
And
welcome
our
exam
school
leaders
who
are
on
to
to
provide
any
additional
information.
Besides,
what
I'm
providing
our
office
of
english
language,
learners
or
office
of
english
learners
is
currently
working
with
our
exam
schools
and
our
chief
of
schools
to
begin
thinking
about
the
services
that
will
be
needed
for
our
english
learner
students
who
will
be
coming
in
that
will
include
looking
at
staffing
and
supports
around
curriculum
or
professional
development,
so
that
work
is
is
currently
in
progress.
Q
Miss
roberts
I
actually
want
to
follow
up
on
that
question.
To
have
two
questions.
One
is
the
this
is.
This:
is
excellent
information
and
exciting
to
see
access
for
students
who
have
historically
not
had
this
type
of
access
to
our
exam
schools
so
exciting
to
see
that
said,
do
we
have
coming
in
future
slides
kind
of
a
distribution
across
each
of
the
exam
schools?
Q
So
will
we
be
able
to
see
kind
of
where
students
have
been
invited
to
attend
with
respect
to
each
of
the
exam
schools?
Q
R
S
I
don't
think
that's
in
today's
slides.
We
do
have
to
be
mindful
of
how
big
the
groups
of
students
are.
As
we
begin
disaggregating
the
data
further.
S
So
we
can
definitely
revisit
and
see
what
we're
able
to
provide
there.
R
Okay
and
then
for
the
the
second
question,
and
definitely
I
welcome
the
exam
school
leaders
to
share
additional
information.
R
R
There
may
be
cases
where
students
have
needs
that,
or
there
may
be
a
student
need
type
that
is
not
currently
present
in
a
school,
and
so
we
would
then
move
to
make
sure
that
we
are
providing
those
services,
which
is
what
we
are
required
to
do
for
our
students,
and
that
would
not
just
be
for
the
exam
schools
that
you
know
happens
across
bps,
as
some
some
schools
may
have
more
robust
programming.
R
D
Tanisha,
I
think
you
asked
a
similar
question
to
me.
I
think
I
will
just
add
that,
due
to
the
increase
of
numbers,
while
there
may
be
some
staffing
at
these
three
schools
right
now
to
support
elves
and
students
with
disabilities,
because
the
numbers
have
increased
so
much-
I
would
say
there
would
need
to
be
an
increase
of
staffing
in
order
to
meet
students
ieps.
D
D
Are
we
saying
that
we're
having
substantially
separate
classrooms
at
exam
schools
or
are
the?
Are
we
saying
that
students
will
be
included?
D
R
Yeah,
so
that
is
a
question
that
I
actually
cannot
answer
for
you
right
now
miss
classic,
but
thank
you
for
raising
it.
We
will
add
that,
and
also
speak
with
our
assistant
superintendent,
of
special
education,
who
is
just
on
the
beginning
of
this
process
with
our
exam
school
leaders,
since
we
recently
sent
out
the
invitations,
I
don't
know
miss
carrick
if
he's
yet
talked
about
more
more
specific
about
what
that
might
look
like
yet.
But
my
understanding
is
that
they're
at
the
beginning
of
that
process,.
D
No
because,
for
example,
one
thing
that
concerns
me
is
that
I'm
I'm
assuming
there's
a
distribution
of
kids
at
different
schools.
So
if
one
child
is
in
seventh
grade
and
has
a
substantially
separate
iep,
that
would
not
be
a
fitting
educational
environment
for
a
child
to
be
learning
alone
in
a
room
by
themselves.
D
But
nor
would
four
kids
probably
feel
appropriate
in
in
in
such
a
setting.
So
just
curious
what
kind
of
supports
and
staffing
will
be
doing
for
those
students
to
be
successful
in
the
transition.
D
R
P
Just
only
to
principal
grass's
point-
and
I
know
this
was
implied
in
her
remarks,
but
each
of
those
determinations
ultimately
have
to
be
individualized
for
the
student's
iep
itself.
R
No,
no
okay,
we're
gonna
go
to
the
next
slide.
Unless
there
are
questions
now
we're
gonna
start
looking
at
sending
school,
you
can.
Thank
you.
I
am
not
gonna
read
all
of
these,
but
this
slide
looks
at
the
specific
school
sending
students
for.
R
This,
let
me
back
up
this
slide,
looks
at
seventh
grade
invitations
by
their
current
home
school
with
the
specific
school.
So
we're
not
looking
at
type
here,
we're
looking
at
specific
schools
and
we're
looking
at
the
number
of
seats
in
terms
of
the
decline
so
for,
if
we
look
at
the
first
column,
these
are
schools
that
had
a
decline
of
anywhere
from
10
to
12
seats,
so
the
boston
teachers
union
k-8
school,
for
example,
in
terms
of
the
number
of
invitations
that
would
have
gone
to
that
school.
R
S
R
Followed
by
the
the
number
of
schools
that
had
from
five
to
nine
saw
a
decline
of
five
to
nine
invitations.
R
V
Hi,
so
can
I
assume
that
there
are
since
they're,
28
plus
29
57
schools
listed
here
that
about
40
had
increases
in
offers.
R
R
S
Yes
and
that's
part
of
your
one
of
your
requests
from
tuesday,
that
is
still
on
the
list
that
we're
working
through
with
the
I
believe
it
was
also
mcas
scores
and
one
other
item.
U
No
that
clarified
my
question.
Thank
you.
R
Okay,
if
we
are
ready,
we
will
move
to
those
that
had
an
increase
in
seats
and
and
I'm
going
to
apologize.
We
have
this
only
for
seventh
grade
and.
R
A
next
day
today,
so
these
are
the
schools,
the
schools
with
students
who
have
either
the
same
number
of
invitations
or
an
increase
of
invitation.
So
your
first
column,
there
are
eight
schools
where
they
have
the
same
number
of
invitations
from
last
year
to
this
year,
the
next
set
of
schools
37
had
an
increase
of
one
to
five
seats
from
last
year.
This
year
we
call
them
four.
R
These
are
schools
that
had
an
increase
of
five
to
ninety,
so
probably
six
to
nine.
There
are
14
of
those
and
then
the
last
column.
Those
are
schools
that
had
an
increase
of
10
invitations,
and
I
apologize,
I
said
seats.
These
are
invitations,
and
I
see
ms
grasa,
you
have
your
hand
up
followed
by
miss
garrett.
D
I
don't
see
my
school
on
either
of
these
slides,
although
it
is
friday
evening-
and
I
may
be
tired
and
have
missed
it.
So
is
this
inclusive
of
all
schools.
It.
S
N
Thank
you
I
just
wanted
to.
I
believe
that
harvard
kent,
this
is
the
first
year
that
they
have
a
sixth
grade.
Is
that
do
I
have
that
right.
S
That
is
true,
and
it
is
also
true
for
a
number
of
other
k-5s
in
boston
that
have
become
k-6's
this
year.
It.
N
Might
be
helpful
to
have
them
as
asterisks
because
they
had
zero
before
so
just
to
kind
of
separate
them
into
a
different
category.
So
if
they
just
had
a
symbol
or
something
since
they're
just
coming
online.
P
Very
quickly,
in
the
column,
for
increases
of
five
to
nine
seats,
there's
a
line
that
says
other
private
parochial.
Does
that
mean
that
there
are
schools
that
aren't
on
this
list
that
are
meant
to
be
captured
in
a
catch-all
there
or
I
guess
what
does
that
other
private
parochial
mean.
S
B
May
we
also
receive
a
list
of
any
bps
school
that
did
not
have
a
successful
invitee
to
the
three
exam
schools.
M
R
R
Okay,
there
are
no
additional
questions,
questions
we
will
go
to
the
next
set
of
slides.
R
And
so
we'll
be
looking
at
school
ranking
data
how
students
and
families
chose
to
rank
schools.
This
first
slide
looks
at
the
students
ranking
of
the
exam
schools
by
first
choice
for
seventh
grade
so
by
zip
code.
So
you
can
start
with
just
for
example,
and
then
I'll,
let
you
walk
well
I'll.
Look
at
it.
In
0211,
in
the
chinatown
neighborhood
there
were
33
applicants,
81.8
percent
of
them
ranked
vls
first
twelve
point
one
percent
ranked
bla
first
and
six
point
one
percent
ranked
o'brien.
First,
so
I'll.
R
Any
questions
about
this
slide:
okay,
we're
gonna
we're
ready,
move
to
the
next
slide.
R
So
we
look
at
first
choice
rankings
by
race
for
seventh
grade
again,
so
in
the
the
first
column
is
by
race,
and
you
can
then
see
the
total
number
of
applicants
followed
by
the
percentage
of
those
applicants
that
ranked
the
ls
first
would
be
la
first
and
then
I'll
write
first.
So
for
our
applicants
identifying
as
asian,
there
were
a
total
of
280
77.1
going
to
bls.
First
point:
two
percent
ranked
dla
first
and
nine
point:
six
percent
ranked
o'brien.
R
O
Not
not
a
question
but
but
a
comment
if
we
could
go
back
to
the
previous
slide,
miss
roberts.
O
This
is
actually
a
phenomenon
that
we
encountered
with
this
summer's
working
group
and
just
would
love
the
input
of
those
who
are
joined,
have
joined
the
task
force
since
then,
but
as
of
course,
boston.
Latin
school
under
all
categories
gets
the
highest
percentages
for
of
those
ranked
first,
but
interestingly
among
black
and
latino
students.
O
Do
you
see
that
the
percentages
of
those
who
rank
who
rank
bla
and
o'bryant?
First?
Actually
it's
it's.
It's
actually
pretty
impressive:
that
among
black
and
latinx
students
and
multi-race
students,
well,
black
and
latin
next
students
in
particular
many
black
and
latino
families,
would
would
would
elect
to
to
send
their
child
to
bla
or
o'bryant
as
their
first
choice.
O
I,
in
other
words,
perhaps
equity,
means
making
sure
that
inc.
You
know
black
and
latino
families
have
increased
choice,
right,
increased
opportunities
to
choose
their
preference,
but
I'm
wondering
you
know
if
they
were
given
the
preference.
Would
they
would?
We
necessarily
see
more
black
and
latino
families
in
boston,
latin.
R
There
are
no
more
questions
or
comments.
We
can
move
to
the
next
slide
and
then
so
we're
gonna
look
at
the
same
data
for
ninth
grade.
I'm
not
gonna,
walk
you
through
the
table.
Again.
We
already
did
that,
but
I
will
give
you
a
minute
to
take
a.
R
R
And
I
added
to
mr
acevedo's
earlier
point.
I
think
these
numbers
in
many
ways
are
a
little
bit
more
evenly
distributed
across
the
three
schools
from
grade.
R
R
R
Oh
okay,
these
are
slides,
we
previously
shared,
so
I
don't
think
we
need
to
go
through
those,
it's
a
good
time
to
pause
and
see
if
there
are
any
questions
and
turn
it
back
over
to
our
co-chairs.
S
Around
the
change
in
homeless,
students
and
students
in
the
care
of
dcf
so
just
wanted
to
pull
that
up.
Real
quick.
R
So
this
is
the
in
the
aggregate
but
where
we
went
from
29
invitations
last
year
to
73
this
year.
So
I
believe
53
of
those
were
for
grade
7
for
this
year
and
20
for
grade.
Q
Yeah,
this
is
great.
Thank
you
so
much
for
pulling
this
up.
You
know
I
I
it
will
be
critically
important
and
I
I
mean
I
know
we've
discussed
it
generally
speaking,
but
I
want
to
lift
this
up
again
that
as
we're
thinking
about
what
supports
look
like
remembering
that
part
of
the
recommendation
of
the
working
group
last
summer
was,
you
know
to
have
supports
available
for
all
students
leading
into
this
next
school
year,
that
we
are
intentional
about
identifying.
Q
What
supports
may
be
needed
with
respect
to
you
know
an
acknowledgement
that
there
will
be
greater
socioeconomic
diversity
within
these
schools
in
the
upcoming
year
in
making
sure
that
we're
intentional
in
our
design.
Q
With
respect
to
this,
the
unique
supports
that
students
in
the
care
of
dcf
and
those
who
are
impacted
by
housing
fragility
and
homelessness
may
need.
Q
Thank
you
if
this
is
that
was
super
helpful.
Thank
you
so
much.
I
do
want
to
make
sure
that
we
take
a
moment
before
moving
to
additional
discussion
to
review
our
outstanding
data
requests,
both
those
what's
on
the
list
from
previous
meetings
and
also
what
has
been
added
as
of
today,
just
to
make
sure
that
we
are
all
on
the
same
page
about
what's
been
requested.
Q
R
Okay,
so
I
will
start
with
the
ones
that
we
did
not
share
today
and
miss
hogan,
I
think,
has
been
tracking
the
ones
from
today.
So
I
believe,
invitations
by
scs
distribution
and
zip
code.
R
Invitation
over
the
last
two
years
of
invitations
over
the
last
few
years,
two
to
three
years
by
neighborhood,
including
the
school
type,
did
we
do
that
one
today,
ms
hogan.
R
R
There
was
we
wanted
data
on
whether
there
were
zip
codes
where
there
were
higher
higher
grades,
are
concentrated
or
more
common
and
then,
if
so,
the
breakout
between
the
20
and
80
seat
distribution.
R
And
the
last
item
I
have
is
the
oi
score
for
the
home
school
or
sending
schools
and
then
connecting
that
to
the
exam
schools
that
they
ranked
and
ideally
looking
at
that
for
last
school
year
and
this
school
year.
Q
Can
I
just
ask
for
clarification
on
so
invitation
by
neighborhood
and
school
type?
Q
Do
you
have
is
that
I'm
not
sure
I
understand
the
request,
so
I
just
want
to
make
sure
that
yeah
so.
R
My
new
consideration
code
and
including
charter,
parochial,
private,
so
bps.
Q
Okay,
great,
so
is
that's,
that's
that's
the
list
that
you
have
that
from
those
from
previous
requests
right.
Okay,
so
let's
pause
for
a
moment
is
anything
missing
from
requests
that
task
force.
Members
asked
for
previously.
Q
V
V
Just
to
add
for
the
sending
schools
the
disaggregated
proficiency
rates
for
the
yeah
for
the
sunday
schools.
S
There
were
some
additional
requests
from
tuesday:
okay,
if
you'd
like
me
to
go
through
those
as
well.
So
there
was
a
request
for
additional
information
on
the
weights
within
the
opportunity
index.
S
And
then
dr
tong's
request
that
we
just
talked
about.
S
On
tuesday,
we
looked
at
schools
in
boston
by
the
percentage
of
economically
disadvantaged
students
they
have,
and
there
was
a
request
to
know
what
the
grade
configuration
of
those
schools
is
so
k
to
five
data.
Eight
six
to
eight.
S
S
Q
Q
Q
Okay:
okay,
we'll
clear
and
just
to
make
sure
that,
because
we
don't
want
you
to
be
off
doing
work
and
it's
not
on
point
with
what
the
request
is.
S
S
S
Q
So
that
was
bps
schools
with
no
invitations,
bps
schools
with
no
invitations,
and
then
I
think
I
also
heard
bps
schools
with
no
invitations.
T
Q
Grade
in
some
schools
and
calling
that
out
well,
no,
if
there
are
bps
among
those
who
had
zero
invitations,
how
many
applications
did
they
have
so
we
can
see
like
if
they
had
no
invitations
and
they
had
no
applicants.
That's
helpful
to
know
if
they
had
zero
invitations
and
they
had
50
applicants.
That's
helpful
to
know.
V
M
Q
All
right
anyone
else
anything
missing
for
folks,
whether
it
was
your
request
or
request.
You
remember
someone
else
making.
Yes,.
U
Yeah,
and
also
for
the
students
who
have
like
eld
are,
they
gonna,
have
sci
classrooms
or,
where
they're
going
to
be
incorporated
into
the
school.
Q
Right
and
actually
thank
you
so
much
for
that,
because
I
actually
asked
a
question
about
for
our
students
with
disabilities.
Q
The
question
I
have
the
request
I
had
was
for
students
with
disabilities
and
for
els,
where
are
they
with
respect
to
their
invitations
to
specific
exam
schools?
I
would
add
to
that
students
who
were
in.
D
9999,
can
I
also
just
add
that
english
learners
do
not
have
to
be
an
fei
if
they're,
elds
ones
and
twos,
they
just
need
the
appropriate
amount
of
esl
instruction,
but
they
can
be
included
for
other
content
areas.
Q
Great
okay:
well,
if
there's,
I
think
we're
good
and
we
can
talk
about
we
can
we
can.
We
can
now
that
we
have
the
list.
We
can
better
we're
better
able
to
provide
supports
to
bpa
or
request
supports
for
bps,
dr
tom.
V
I'm
thinking
about-
and
you
know,
zip
code
tells
us
something
about
geographic
diversity
and
how
that
changed
and
median
family
income
of
families
with
school-aged
children
in
each
zip
code
is
a
proxy
for
socioeconomic
status,
and
so
what
I
would
like
to
know
if
we
could
have
those
tables
in
excel
and
think
and
look
for
ways
to
summarize.
V
V
V
I
know
that
that
monica
hogan
probably
can
visualize
what
I'm
asking
for
so
either
either
you
know
you
can
do
it
or
I'm
happy
to
do
it.
S
Great,
we
can
certainly
provide
those
tables
in
excel,
along
with,
I
think,
the
the
school
list
with
the
oi
scores
and
the
mcas
data
will
be
most
user-friendly
in
a
spreadsheet
format
and
probably
wouldn't
fit
on
a
slide
anyway.
Q
Great,
I
see
miss
lum's
hand.
In
mr
craiger's
hand,
I
want
to
just
inform
the
task
force
that
I
actually
need
to
leave
the
meeting
unexpectedly,
so
I
am
leaving
you
in
mr
contemposis's
capable
hands.
If
someone
can
just
as
he
has
indicated
on
his
device,
it
can
be
difficult
to
see
the
panelist
bar
enhanced
race.
So
if
someone
can
just
help
with
that,
that'd
be
great.
T
Thank
you
just
curious
to
know
if
there's
some
way
to
compare
what
our
modeling
over
the
summer
from
the
working
group
looks
like
relative
to
the
actual
invitations
outcomes
and
how
far
off
the
mark
were,
we
just
to
put
some
context
as
we
think
about
recommendations
moving
forward.
T
Exactly
yeah,
I
I
don't
want
to
make
more
work,
but
if
there's
a
way
to
look
at
the
the
the
final
models,
I
guess-
and
I
don't
know
if
that's
by
school
by
zip
code
by
like
I
it's
a
bit
of
a
historical
up
in
my
head,
but.
P
Thank
you,
first
of
all,
big
thanks
to
both
monica
roberts
and
monica
hogan
for
all
of
this
information,
I'm
wondering
if
I've
been
spending
time
looking
through
the
census,
tracts
and
the
and
the
american
community
survey,
and
I
I
think
I
just
would
like
your
help
in
in
in
boiling
the
information
down
better
I,
and
so
that
may
be
as
simple
as
just
providing
one
map
that
includes
the
actual
census
tract
numbers
to
make
it
easier
to
track
to
the
census
tract
data.
P
S
Yeah,
I
think
I
I
have
an
idea
of
how
we
can
help
provide
better
access
to
that
information.
Mr
parker.
V
I
just
wanted
to
say
thank
you
so
much
to
the
two
monicas,
because
this
meeting
tells
us
so
much
about
the
temporary
policy
and
and
how
it
worked,
and
we
really
needed
that
in
order
to
engage
in
the
discussion
about
the
the
policy
to
come,
it
would
have
been
impossible
without
some
of
this
valuable
data
analysis.
So
thank
you
very
much.
B
Yeah
and
thank
you
for
for
saying
that
I
they've
been
working
on
this
stuff
in
between
a
number
of
other
things
that
the
district
is
currently
dealing
with,
and
it's
a
it's
above
and
beyond
so
kudos
to
both
of
you
and
your
staff.
Whatever
that
may
look
like,
let's
see
miss
carrot.
R
Oh,
I
think
she
said
she
put
a
comment
in
the
chat
since
oh,
it's
not
working.
Would
you
like
me
to
read
it
mr
content
process?
Please
do
okay.
My
suggestion
was
going
to
be
that
if
no
one
recalls
that
request,
I
think
that
was
the
one
request
that
we
needed
clarity
on.
We
should
take
it
off
the
list,
while
an
interesting
wondering
I'm
not
sure
how
that
data
point
is
relevant
to
our
purpose
on
this
committee
and
I'm
concerned
about
the
time
devoted
to
gathering
data
and
discussing
it
while
important.
O
It's
I
I
have
trouble
translating
this
phrase.
Miss
aguero
will
will
recognize
it.
O
I
want
I
don't
want
to
just
rain
on
top
of
ground,
that's
already
sufficiently
wet,
but
I
think
it
is
important
you
know
to
just
shower
both
monica's
with
with
our
thanks
at
grinding
this.
My
concern
now
is:
what
do
we
do
with
these
some
choice
treasures
and
we
have
so
much
of
this
data
and
so
little
time
to
convert
this
to
a
policy.
O
I
know
on
my
end,
I'm
I
feel
a
bit
overwhelmed.
I
perhaps
we
can
lay
them
out
like
jigsaw,
puzzle,
pieces
and
they'll
begin
to
tell
us
a
story.
O
O
O
Right,
so
those
are
the
thoughts
that
go
through
my
mind
as
I
read
this
data
and
and
we'll
of
course,
mr
conte
apostles
will
be
looking
to
you
and
ms
sullivan
to
shepherd
us
into
you
know
at
some
point
and
we
we
kind
of
experienced
this
last
summer,
mr
gregor
and
others
on
this
islam,
others
recall
and
our
our
team,
our
school
leaders
at
some
point
we
sort
of
we
have
to
stop
raking
in
data
and
and
say
this
is
what
the
data's
telling
us
and
start
determining
directions.
O
So
yeah,
it's
a
it's.
You
know,
mr
contemposis,
you
have
the
unenviable
task
of
you
and
ms
sullivan
of
you
know
setting
that
pace,
but
it's
not
like.
We
have
a
lot
of
time.
B
No,
I
think
well,
I
thank
you
for
that.
I
think
both
you
and
ms
garrett
have
made
it
perfectly
clear
that
we
can
continue
to
ask
for
information.
B
I,
for
one
would
like
to
suggest
that
the
data
that
we
have
seen,
although
we
haven't
seen
the
actual
results
of
the
enrollees,
but
you
can't,
I
think,
go
away
from
this
without
recognizing
that
the
work
group
really
in
my
mind,
did
a
heck
of
a
job
in
dealing
with
some
very
difficult
issues,
and
I'd
like
to
think
that
what
I've
seen
this
evening
as
well
as
some
of
the
earlier
data
that
progress
has
been
made.
B
B
B
Much
like
we
ran
the
simulations
last
summer
and
fall,
so
we
have
reached
a
point
where
it's
time
to
take
everything
and
begin
to
think
about
how
we
offer
what
may
well
be,
if
necessary,
improvements
in
what
indeed
we
put
forward
last
year.
B
So
I
would
like
to
suggest
that,
beginning
with
the
next
meeting
that
we
devote
our
time
to
interpreting
what
we've
heard,
what
we've
seen,
what
the
data
has
shown
us
and
coming
up
with
some
draft
ideas,
if
you
will,
I
want
to
call
them
recommendations
but
ideas
that
might
move
this
forward
into
some
sort
of
set
of
recommendations
that
we
can
forward
to
the
committee.
N
Tested
my
microphone
is
it
working
now
it
is
okay
great.
I
just
also
wanted
to
lift
up
at
the
same
time
that
we
have
such
useful
information
from
our
from
miss
hope
and
miss
roberts.
That
we've
received
an
incredible
amount
of
data
from
public
comment
on
the
temporary
system,
as
it
impacted
the
families
who
were
most
directly
affected
by
this
policy.
N
I
think
it's
really
important
that
their
individual
experiences
from
their
respective
neighborhoods
school
types
and
preparation
and
journeys
are
considered
as
equally
as
we
might
have
our
own
set
beliefs
about
exam
schools,
assessments,
meritocracies
rigor.
I
think
we
need
to
hear
that.
I
think
we've
heard
that
the
families
in
the
city
are
looking
for
something
that
they
can
understand
from
year
to
year.
N
That
doesn't
require
a
you
know,
a
dissertation
to
try
to
imagine
how
their
child
is
going
to
get
accepted
to
school,
and
we've
also
heard
families
share
our
passion
for
the
importance
of
learning
in
a
diverse
environment.
I
think
we
need
to
start
putting
pen
to
paper
to
propose
some
models
and
talk
about
it,
or
else
we
are
going
to
run
out
of
time
and
everything
that
mr
c
just
said.
Thanks.
V
I
I
think
that,
well,
I
completely
agree.
We
all
want
our
summers,
and
so
so
it's
time
to,
as
you
say,
start
putting
pen
to
paper.
I
think
that
today
was
the
first
time
I
felt
ready
to
start
talking
about
how
to
move
forward,
because
we
have
a
better
understanding
of
what
just
happened,
and
I
think
for
me
the
one
other
conversation
that
I
need
to
have,
and
it
can
probably
be
a
10
minute
conversation.
It's
just.
V
We
need
a
working
definition
of
rigor
because
that's
in
our
charge
and
so
yeah
I
just
wanted
to
make
a
plug
for
either
doing
that
now
or
early
in
the
next
meeting.
That
would
help
me
to
participate
most
fully.
B
N
B
N
I
think
that's
an
important
one
and
I
just
wanted
to
know
in
preparation
for
that
conversation.
I
think
my
understanding
from
the
working
groups
charged
before
was
that
there
is
an
assumption
or
we're
working
off,
of
a
belief
that
the
three
exam
schools
are
rigorous.
So
I'm
wondering
if
that's
what
we
are
debating
or
discussing
as
we
discuss
the
definition
of
rigor
or
is
that?
N
Are
we
going
in
with
that
belief
and
just
clarifying
what
encompasses
that
or
what
defines
the
schools
as
being
rigorous
or
is
the
conversation
to
push
the
question
of
whether
the
schools
are
rigorous?
And
I
guess
I
asked
dr
tang,
because
I
think
my
original
understanding
of
the
charge
was
the
idea
that
we
are
are
looking
at
an
admissions
policy
that
would
allow
the
three
schools
to
continue.
N
That
would
preserve
the
current
academic
success.
That
has
you
know
all
three
of
them
in
the
top
15
public
schools
in
the
state.
So
I
think
that
was
how
rigor
was
intended
to
be
used,
and
so
I'm
just
just
in
preparation
for
that
conversation,
trying
to
understand
better
what
our
discussion
would
be.
V
Great
yeah,
so
the
charge
says
such
that
rigor
is
maintained
and
so
from
what
you
just
said,
ms
garrett,
that
means
so
that
they
remain
top
schools
in
massachusetts
and
the
measure
for
top
is
what
what
are
the
outcomes
that
are
being
looked
at
to
rank
schools
in
massachusetts.
N
I
think
the
measure
for
the
schools-
as
you
know,
the
external
is
student
outcomes
and
all
of
the
same
factors
that
our
own
boston,
public
schools
use
to
determine
whether
a
school
is
high
performing
or
you
know,
in
transformation
or
it's
student
outcomes.
It's
post-secondary
results,
it's
mcas
scores
it's
access
to
rigorous
coursework,
it's
how
many
students
complete
a
diploma
with
mass
core.
It's
how
many
students
complete
college
in
six
years.
You
know
they're
an
extensive
set
of
high
school
indicators
that
you
know
all
schools
are
using
to
evaluate
rigor.
N
C
O
O
The
process
of
eliminating
options
at
its
most
basic
really
are.
We
really
have
three
choices,
and
perhaps
this
is
what
make
you
know
this
makes
it
perhaps
a
little
easier
on
us
number
one.
You
know
there
are
people
who
are
calling
us
to
go
back
to
a
world
pre-2020
with
respect
to
exam
school
admissions.
O
The
second
is
staying
where
we
are,
but
some
of
the
things
that
mascara
has
shared
and
so
on,
even
with
the
successes
that
we're
seeing
is
that
even
you
know
legally,
you
know
possible
and
if,
even
if
it
were
it,
will
that
get
us
to
the
place
of
equity
and
rigor,
given
all
of
the
children
and
all
of
the
testimonies
that
we've
heard
with
respect
to
you
know
from
public
comments
and
so
on,
and
then
the
third
is.
O
Is
there
another
path
that
takes
into
account
the
things
that
we've
heard
and
learned
here
adjusting
things
so
that
we
continue
to
see
these
rises
in
the
representation
of
of
historically
underrepresented
populations
and
exam
schools,
while
maintaining
their
rigor?
O
And
as
we've
heard
from
students
in
our
information
sessions?
And
here.
O
Make
this
exam
school
admissions
process
as
game
resistant,
gaming,
resistant
and
gaming
proof
as
possible?
That's
going
to
be
our
eternal
brass
ring,
so
I
mean
if
we
figure
that
out
we're
done.
T
One
is
purely
based
on
achievement
and
one
is
based
on
potential
and
given
the
historic
gaps
in
academic
achievement
based
on
mcas
result
at
all
grade
levels
in
the
feeder
population,
we
need
to
figure
out
a
way
to
measure
potential
in
order
to,
I
think,
create
the
socioeconomic
and
other
diversity
we're
aiming
for
as
we're
thinking
about
invitations.
B
Well,
I
think
you
raised
a
a
point
that
challenges
the
district
to
follow
up
on
one
of
the
recommendations
that
we
made,
and
that
is
to
provide
the
kind
of
support
that
students
who
demonstrate
high
potential
can
indeed,
if
they
so
choose,
have
the
wherewithal
to
enter
one
of
the
three
exam
schools.
M
B
Have
anything
they
might
want
to
add?
It
is
about
10
minutes
of
seven
and
we
still
have
to
do
some
public
comment.
Work.
P
Would
just
note
very
quickly
knowing
that
this
is
a
conversation
that
will
likely
continue
into
tuesday,
that
you
know
maintenance
rigor,
ultimately,
is
the
task
of
the
great
school
leaders
that
we
have
at
our
exam
schools
and
on
this
task
force
and-
and
it
is
it's
ultimately
not
our
charge
right.
That's
right,.
D
B
Perhaps
it
might
be
helpful,
dr
tong,
for
you
to
give
us
your
definition
of
rigor
so
that
we
have
a
a
response
if
we
need
to
make
to
it.
V
Oh,
I
I
said
it
a
couple
of
meetings
ago
that,
for
me,
a
rigorous
education
for
my
daughter
would
be
where
she's
challenged,
where
she
learns
how
to
work
together
with
people
who
are
not
like
her
in
background
and
in
learning
style,
where
she
encounters
problems
that
she's
never
seen
before,
but
can
use
what
she
learned
in
class
to
solve.
Those
problems
that
she
yeah
is
put
in
challenging
situations
and
comes
out
stronger.
B
What
you've
stated
should
be
the
district's
definition
I
mean
if
indeed
we're
looking
at
that
you
would
be
looking
for.
You
know
pretty
much
some
sort
of
authentic
academic
achievement
that
exists
throughout
the
district.
B
You
want
knowledge
to
be
constructive
in
a
positive
way.
B
B
And
I'd
like
to
suggest
that
I
didn't
design
those.
I
once
met
a
fellow
by
the
name
of
newman
fred
newman
who
left
this
impression
on
me
and
hopefully
it's
something
that
we
can
provide
to
the
district
as
a
whole,
because
it's
extremely
important
last
question:
wait:
can.
V
I
just
can
I
just
respond
quickly,
sure.
Well,
just
that
though,
so
just
taking
my
daughter
as
an
example,
you
know
she's
a
visual
and
kinesthetic
learner
and
might
not
always
have
top
grades
and
up
test
scores,
but
you
know
I
would
want
schools
to
be
able
to
meet
her
with
her
learning
styles.
B
B
A
district
initiative
that
recognizes
maybe
at
some
time
it's
it's
not
only
should
the
district
be
dealing
with
social
determinants,
but
they
should
also
be
to
be
be
looking
at
what
some
of
the
brain
research
is
doing.
But
that
again,
you
know
is
something
that
I
believe
the
district
should
be
looking
at
mr
acevedo
and
then,
if
we
can,
I
know
we'd
be
on
time,
but
I
do
want
to
get
the
public
comment.
O
O
I
just
just
want
to
render
a
caution
that
there
are
folks
out
there
who
are
using
the
word
rigor
in
a
very
different
kind
of
way
and
are
using
that
term,
just
as
a
veiled
way
of
excluding
certain
students
in
the
name
of
rigor
and
with
it
they
bring.
You
know
racist,
preconceived
notions
and
but
the
but
the
shield
they
use
is
the
word
rigor.
O
I
and
I'm
looking
at
the
school
leaders
here,
and
I
know
that
you
folks
have
you
know
I.
We
really
need
you
to
elevate
your
voices
as
to
what
you
think
of
of
that
element
if
this
is
to
be
reintroduced
among
the
criteria
for
admissions
and
in
that
respect
we
are
affecting
the
rigor
of
you
know
of
that
is
part
of
our
charge.
O
B
A
We
have
two
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
Please
state
your
name
affiliation.
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
would
allow
us
to
identify
you
when
it's
your
turn
to
testify.
A
A
M
W
Good
evening,
everyone,
my
name,
is
alvin
lee
and
I
am
a
sixth
grader
at
bps,
currently
living
in
west
spring
tonight.
I
am
here
to
share
my
thoughts
about
this
year's
boston,
exam,
school's
admission
criteria
and
the
impact
it
brought
to
my
fellow
peers.
As
a
kid.
I
have
always
been
taught
that
hard
work
pays
off
and
I
should
always
try
my
best
for
everything
I
do,
which
will
prepare
me
for
the
best
education
opportunities.
W
My
parents
immigrated
from
the
to
the
us
16
years
ago.
Since
then
they
have
been
working
very
hard
to
pursue
their
career
and
provide
a
good
education
for
my
brother,
and
I
that
is
the
value
I've
learned
from
my
family.
As
long
as
you
work
hard,
you
will
get
what
you
strive
for,
but
this
year,
boston,
exam
schools,
radical
and
mission
process.
Changes
made
me
question
that
value
I've
been
lucky
enough
to
be
accepted
into
bps,
one
of
the
bps
exam
schools
and
a
very
good
private
school.
W
While
most
of
my
classmates
and
friends
weren't
able
to
have
the
same
options,
are
they
not
working
hard
enough
or
are
they
not
smart
enough
or
are
they
or
they
just
live
in
the
wrong
zip
codes?
From
my
perspective,
they
are
both
intelligently
capable
and
working
very
hard
with
a
lot
of
potentials,
but
probably
just
not
look
lucky
enough
to
live
in
the
right,
zip
codes
or
they
have
a
strict
teacher
giving
lower
grades.
W
Many
of
them
are
still
processing
this
information.
They
have
no
choice
but
to
accept
this
disappointing
decision.
I
also
feel
very
confused
and
frustrated
if
hard
work
can't
get
us
the
best
education
opportunities,
then
what
should
we
do
to
earn
them?
In
my
opinion,
our
fate
should
be
determined
by
the
amount
of
efforts
we
put
in
and
the
level
of
academic
achievement
instead
of
where
we
live,
and
how
much
our
parents
pick
in
absence
of
a
standardized
entrance.
Exam
zip
code
based
ambition
criteria
in
combination
of
unstreamlined
gpa
conversation
rules
are
misleading,
biased
and
unfair.
X
Hello
good
evening,
everyone
I
did
my
legs
and
second
reaction,
shot
last
night
last
night,
I'm
having
a
favor,
but
I
have
been
sitting
here
for
more
than
two
hours
to
listen
to
you.
I
hope
you
can
give
me
20
more
seconds,
so
I'm
from
west
raspberry,
I
have
only
one
child
and
he
is
at
boston,
live
in
school.
Thank
you
all
for
working
on
this
difficult
task.
X
I
like
to
make
three
points
today.
First,
it
is
extremely
important
to
understand
the
impact
of
policy
before
implementing
implementing
it
on
a
large
scale.
A
bad
policy
can
hurt
the
future
of
the
whole
city,
I'm
seeing
people
in
my
neighborhood
pack
and
selling
and
sell
their
houses
because
of
this
one-year
policy
and
the
uncertain
field
on
a
small
scale.
It
affects
young
lives
and
their
families.
X
I
can
give
you
an
example
for
the
current
plan.
What
cost
so
a
sixth
grader
who
ranked
1831
was
not
invited
to
any
exam
school,
so
183
is
within
the
top
20.
Even
she
selected
on
the
bis
did
not
get
in
in
the
20
run
wrong.
She
should
run
to
the
top
in
80
and
could
get
a
c,
so
I
hope
we
can
figure
this
out
before
moving
forward.
I
also
overlaid
the
sensors
track
map
on
the
zip
code
map
and
notice
that
a
tiny
sliver
of
chinatown
is
in
tier
one.
X
Probably
ninety
percent
chinatown
is
in
tier
four,
so
I
hope
you
can
do
more
research.
Second,
I
understand
that
you
are
taking
on
a
tremendously
difficult
task.
Perhaps
we
can
think
of
outside
the
box.
If
we
believe
more
students
can
deal
with
the
rigorous
curriculum,
we
should
have
bps
increase
the
number
of
exam
schools
by
doing
that,
both
diversity
and
ipt,
as
well
as
academic
rigor,
can
be
achieved,
which
is
manifested
by
the
great
diversity
of
boston,
latin
academy
and
auburn
school
bps
just
received
the
400
million
dollars
of
federal
funds.
X
Some
of
you
are
saving
in
that
committee
too.
Perhaps
we
can
suggest
that
bps
use
part
of
fund
to
convert
a
regular
school
to
the
fourth
exam
school.
Third,
as
the
boy
said,
I
don't
think
the
children
should
be
penalized
because
their
parents
work
hard
to
earn
advanced
degrees
or
live
in
a
particular
neighborhood
together.
We
should
urge
bps
to
give
more
support
to
the
needed
children
so
that
they
can
earn
their
exams
seats.
X
If
I
can
and
one
more
time
the
data
that
ms
roberts
showed
demonstrate
that
each
of
the
awc
schools
decreased
by
more
than
10
cents.
I
hope
we
will
not
include
exclude
our
best
bps
students
in
the
coming
year.
Also
knowing
the
cutoff
gta
for
each
zip
code
may
help
us
to
understand
how
to
maintain
river
in
the
future.
So
one
medicine
applied
exam
school
he
ranked
within
the
top
50
in
the
whole
city,
but
as
a
ninth
grader,
he
has
to
study
until
late
night
on
many
weekdays.
X
B
C
B
M
A
Oh
sorry,
mr
content,
passive.