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From YouTube: Exam School Admissions Task Force Meeting 6-4-21
Description
Exam School Admissions Task Force Meeting 6-4-21
B
B
After
I
finish
introducing
the
interpreters,
we
will
activate
the
interpretation
icon
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference.
Our
spanish
interpreter
this
evening
is
juan
bernal.
Will
you
please
invite
our
spanish
community
to
switch
their
zoom
channel
in
spanish.
E
E
E
B
F
Yes,
sir
good
evening.
H
B
J
B
L
L
B
J
B
M
M
M
A
M
N
B
B
O
Okay,
so
we
have
a
few
follow-up
items
this
evening
from
tuesday
there
were
some
questions
around.
O
I'm
gonna
go
back
on
tuesday.
We
talk
about
three
additional
options
for
census,
tract
variables,
to
index
of
concentration
at
the
extremes,
variables
and
a
percentage
of
persons
below
poverty
variable.
O
What
I
heard
from
the
conversation
on
tuesday
and
the
conversation
last
week
is
that
there
is
some
consensus
around
eight
tiers
if,
if
we
were
to
move
forward
with
tears
and
the
idea
of
sizing
tears
proportionally
to
children
in
grades
five
through
eight,
I
also
heard
a
desire
to
make
sure
the
tears
were
a
little
more
even
across
in
terms
of
the
number
of
children
within
them.
So
we've
made
a
few
revisions
and
have
four
things
to
look
at
today
we
have
option.
O
One
is
going
to
be
sort
of
a
consistent
baseline
for
your
own
comparison,
which
will
be
consistent
with
the
chicago
model
in
terms
of
the
variables
so
remember,
those
are
educational
attainment,
media
and
household
income,
owner-occupied
households,
households
where
a
language
other
than
english
is
spoken,
and
families
headed
by
a
single
parent,
so
miss
hogan.
This.
P
O
Those
were
comments
made
last
week
around.
O
The
way
the
variable
is
scaled
and
if
a
high
percentage
or
a
low
percentage
of
households
where
a
language
other
than
english
is
spoken
is
should
be
considered
high
or
low.
P
So,
okay,
so
I
I
do
remember
that
conversation
and
I
just
want
to
make
sure
that
we're
clear
on
on
what
the
what
the
question
was
at
the
time
there
in
in
that
it
is,
and
the
reason
I
ask
that
is
because
I
do
not
at
any
point
remember
there
being
a
request
to
remove
the
percent
of
households
where
a
language
other
than
english
is
spoken.
P
I
actually
thought
that
that
that
there
was
a
belief
that
that
is
actually
an
important
factor,
an
important
variable,
the
question
being
how
it
was
how
it
shows
up
with
respect
to
the
tears
right.
So
so,
for
example,
just
just
as
as
an
example
on
the
maps
that
you
shared
last
week,
it
was
not
clear.
P
O
P
Okay,
I
just
again
I
you
know
it
sounds
like.
Perhaps
it
might
not
have
been
clear.
I
actually
that
is,
that
is
a
that's
a
pretty
big
deal
to
remove
that
particular
factor.
P
Given
you
know,
one
of
the
one
of
our
hopes
is
that
we
will
be
able
to
continue
to
see
diversity
among
students
whose
home
language
may
not
be
english
or
who
they
themselves
may
be
els.
P
So
I
just
that's
a
pretty
that's
a
pretty
big
deal
to
me.
If
and
if
we're
thinking
that
it's
going
to
be
removed,
but
I
I
don't
know
dr
tong
did
you
have
something
I
saw
your
hand
raised
and
it
went
back
down.
Q
I
keep
raising
it
and
taking
it
down
because
it's
it's
such
a
complicated
topic
in
the
sense
that
I
never
think
of
bilingualism
as
being
a
deficit
right,
and
there
are
so.
Q
There
are
families
where
a
language
other
than
english
is
spoken
at
home
is,
is
a
measure
of
you
know
well
in
every
family,
it's
a
measure
of
capital
right,
so
I
don't
know,
but
I
just
raised
that
because
I
can't
tell
in
a
list
whether
it's
it's
seen
as
something
that
is
measured
for.
P
Okay,
we
can
go
deeper
into
this
and
happy
to
look
at
the
simulations,
but
I
do
want
to
be
very
clear
that
I'm
I
am
concerned.
I
I
actually
see
that
factor
as
one
that
can
help
us,
as
it
relates
to
linguistic
diversity,
which
I
do
think
we
should
value
right
as
as
a
district.
P
So
I
I
just
want
to
flag
it
happy
to
look
at
the
simulations.
It
just
was
a
big
flag
for
me.
Miss
a
giddy.
R
N
P
O
I
think
that
was
my
misinterpretation
of
the
conversation,
but
I
do
want
to
be
clear
that
none
of
this
is
final.
Yes,
you
know.
O
A
part
of
part
of
these
options
allow
you
to
see
the
impact
of
changing
one
thing.
As
you
compare
the
two,
so
you
can
see
the
impact
as
we
shift
the
income
variables
to
some
of
the
other
things.
We
looked
at
so
happy
to
add
back
in
this
variable
into
the
simulations.
So,
but
what
you
will
see
through
this
slide
deck
does
have
these
four
options,
so
I
just
want
to
be
clear
that
that
is.
P
O
The
other
ask
from
tuesday,
mr
carter.
I
think
this
came
from
you,
the
index
of
concentration
at
the
extremes,
the
two
examples
from
the
harvard
school
of
public
health,
both
incorporated
race,
and
you
asked
for
a
race
neutral
version.
O
O
L
O
Is
when
we
get
to
option
four,
this
is
the
income
variable
that
gets
incorporated
and.
P
Ms
hogan,
I
know
that
we've
asked
before
just
wondering
if,
if
the
team
has
been
able
to
to
get
this,
it's
wonderful
to
see
the
maps
it'd
be
even
more
helpful
for
some
of
us
to
be
able
to
see
this
in
the
form
of
like
neighborhoods
written
out
alongside
their
zip
codes.
P
Have
you
has
your
team
been
able
to
kind
of
convert
actually
not
just
this
map,
but
all
of
the
maps
in
that
way,.
O
So
we
have
not
yet
been
able
to
do
that.
It
is
a
little
tricky
with
some
of
the
census
tracts
that
aren't
necessarily
cleanly
in
one
neighborhood
like
they
might
be
on
the
borders,
but
we'll
make
sure
to
prioritize
that
for
the
next
meeting.
P
T
Ms
lam,
I
just
want
to
say
that
I
don't
think
having,
I
don't
think,
there's
an
expectation,
at
least
on
my
part,
that
these
tiers
would
be
fit
neatly
into
neighborhoods.
I
think
it's
actually
really
informative
to
see
how
the
name,
how
the
tiers
might
overlap
between
neighborhoods,
especially
with
regards
to
some
of
these
percentages,
were
or
criteria
were
weighing.
U
Just
wanted
to
clarify
for
everyone's
understanding
the
school
year.
2021
applicants
is
referring
to
the
folks
who
applied
the
year
before
this.
O
V
Q
Are
the
variables
calculated
on
all
of
the.
O
The
way
the
census
reports
the
data
it's
for
all,
either
households
or
families,
whatever
the
metric
is
so
the
only
portion
that
the
census
is
reporting
by
that
grades.
Five
to
eight
is
the
number
of
school-age
children.
P
O
Is
this
index
of
concentration
at
the
extremes,
so
it?
This
is
some
of
what
we
looked
at
on
tuesday,
but
it
takes
the
number
of
households
deemed
to
be
high
income
or
the
top
quintile.
So
over
a
hundred
thousand
dollars
and
it
subtracts
the
number
of
households
deemed
to
be
in
the
bottom
quintile,
which
is
under
25
000.
N
D
D
G
O
Yes
and
that
in
that
year,
a
higher
number
of
invitations
went
to
students
living
in
tier
eight.
D
Like
pretty
significantly
right
from
like
60
to
like
300
something
and
then
one
more
question
for
clarification,
tier
viii
is
the
people
who
qualify
less
for
the
who,
like
they
don't
fit
into
the
categories
that
we
just
looked
at
before.
T
And
and
just
for
clarification,
this
applicant
pool
did
do
the
ic
test
and
it
was
the
traditional
model
of
ic
and
gpa
for
ela
and
math
correct.
Yes,.
N
O
I
I
don't
have
an
explanation.
It
is,
I
think,
consistent
with
a
lot
of
the
other
data
that
we've
seen
around
exam
school.
P
Miss
hogan,
do
we
have,
I
don't
know
if
you
have
another
slide,
just
a
question:
do
you
do?
Did
you
take?
Did
your
team
kind
of
run
the
same
simulation
against
the
21
invitations.
O
That's
our
next
step.
We
haven't
had
the
time
to
do
that
yet
in
the
in
the
three
business
days
since
our
last
meeting,
so
that
is
next
in
the
queue
to
be
done.
O
O
Again,
the
the
red
dots
represent
the
public
housing
state
and
federal.
O
O
There
are
shifts
that
you
see
so
on
the
next
slide,
we'll
see
the
next
options
three
and
four
as
well,
and
in
particular,
you
see
some
shifts
up
here
in
charlestown,
as
well
as
some
shifts
in
austin
brighton
and
then
a
few
other
tiers
throughout
the
city.
Shifting
as
well.
T
Islam,
what
does
null
mean
with
the
null
tier
that.
O
Means
that
there
was
not
enough
data
reported
from
the
census
for
the
data
variables
used
in
order
to
calculate
a
tier
for
that
census
tract.
So
it's
like
the
boston
harbor
with
the
harbor
islands.
O
P
Maps
so
miss
hogan.
This
is
fantastic.
Super
super
helpful.
I'm
gonna
reiterate
the
request
from
a
few
meetings
ago.
Having
being
able
to
see
the
zip
codes
or
even
the
neighborhoods
would
be
incredibly
helpful
in
being
able
to
really
analyze
the
impact
here
for
each
of
these
options.
O
Yep,
you
will
see
a
simulation
that
we
ran
does
show
impact
by
zip
code,
which
I
think
will
help
a
little
bit.
But
yes,
thank
you.
O
O
Out
the
size
of
it
yeah,
but
that's
definitely
something
we
can
again.
O
Assuming
you
have
a
thousand
invitations
to
distribute,
assuming
the
first
20
percent
are
distributed,
citywide
and
the
remaining
80
percent
are
distributed
equally
amongst
tiers
would
be
a
100
invitations
per
tier.
O
We
looked
at
this
is
again
the
the
seventh
grade:
applicants
to
enroll
in
fall
of
2020.
That's
the
data
set,
we're
using.
O
We
calculated
the
gpa
using
fall
grades,
only
again
an
assumption
that
has
not
been
decided
upon,
and
then
we
used
50
of
that
gpa
and
50
of
the
ic
score
considerations.
To
keep
in
mind
the
simulation
does
not
incorporate
school
preference.
O
That's
not
taken
into
account
here,
it's
just.
If
you
have
a
test
score
and
a
gpa
you're
considered
eligible
here,
and
in
this
data
set,
we
are
missing,
census
tract
data
for
students
outside
of
boston,
which
is
16
students.
O
P
P
M
O
Okay,
so
there's
going
to
be
three
slides,
they're
going
to
look
pretty
similar
in
terms
of
what's
in
the
table,
so
this
slide
shows
by
economic
status.
O
So
in
this
particular
year,
what
actually
happened
that
year,
the
school
year
2021
actual,
I
included
the
simulations
that
we
did
last
fall
in
october
of
2020
for
the
interim
policy
included
the
actual
results
from
the
interim
policy,
both
overall
for
all,
seventh
graders,
as
well
as
the
twenty
percent
and
the
eighty
percent,
and
then
in
these
simulations,
the
twenty
percent
here
citywide
and
then
each
of
the
tier
options.
What
that
80
percent
looks
like
across
using
those
four
different
tier.
T
I
see
your
hand
up.
This
is
for
clarification
also
based
on
the
submission
by
one
of
the
the
testimonials
we
received
today.
How
is
economically
disadvantaged
and
non-economically
disadvantaged
determined?
There
was
an
impression
that
this
was
based
on
individual
student
family
data,
but
I
understand
we
don't
have
necessarily
easy
access
to
that
data.
So
can
you
explain
a
little
bit
about
how
you
tiered
these
groups.
O
O
So
there
is
a
limitation
to
this
data
in
that,
if
a
student
applies
but
never
enrolls
with
us,
we
we
won't
have
a
confirmation,
one
way
or
the
other,
but
once
students
do
enroll
with
us,
we
are
able
to
get
that
information.
T
W
All
right,
thank
you,
monica
if
you
could
just
walk
us
through
what's
happening
on
this
slide
a
little
bit
more,
because
I
see
that
you,
the
first
column,
is
based
on
the
the
school
year.
That's
happening
right
now,
right
the
invitees
for
the
school
year.
That's
happening
right
now,
the
second
column
for
comparison.
M
W
W
Yeah,
I
guess
my
question
is
all
right.
Based
on
these
simulations,
would
we
be
able
to
see
what
the.
P
O
O
Yes,
that
is
not
present
here,
mainly
due
to
space
constraints
on
the
slide,
but
I
am
happy
to
update
the
slide
before
we
send
it
out
to
you
and
post
on
the
on
the
website.
O
With
that
information,
it
would
be
sort
of
combining
this
20
with
each
of
the
different
80
options.
L
P
P
O
P
How
did
you
allocate
this?
How
did
you
allocate
the
the?
How
did
you
do
the
rounds?
Did
you
do
so?
If
you
I
heard
you
say
you
have
100
seats
per
round,
did
you
allocate
all
100
seats
first,
like
so,
if
you're
at
tier,
if
you're
a
tier
one,
all
100
seats,
get
allocated
at
the
same
time
or
did
you
in
the
simulation?
Did
you
break
it
down
like
we
did?
You
know
for
the
interim
policy
10
of
the
seats
10
rounds.
O
So
because
this
simulation
doesn't
take
into
account
account
student
preference,
it's
just
showing
you
the
top
100
students
within
each
tier.
O
So
we
did
not
make
a
decision
in
terms
of
how
many
rounds
to
do
and
what
order
to
do
them,
because
that
that
decision
impacts
which
particular
school
the
student
would
get
invited
to-
and
this
is
just
looking
at
overall
1000
students
getting
invited,
which
is
the
same
way
that
we
did
the
simulations
back
in
october.
M
U
U
Yes,
okay,
and
am
I
also
reading
it
correctly
that
with
any
of
these
four
simulations
with
any
of
these
four
options
for
how
the
tiers
are
measured,
they
all
would
result
in
a
higher
percentage
of
economically
disadvantaged
students
in
the
accepted
or
invited
exam
school
pool
than
even
our
current
one-year
policy
is
that
am
I
reading
that
correctly?
Yes,
okay
and
my
last
question
is
going
back
to
ms
sullivan's
concern
around
the
removal
of
of
english.
U
Okay,
so
I
will
anticipate
ms
sullivan's
question
and
I
will
reiterate
it
that
would
love
to
see
it
put
back
for
for
those.
I
just
share
that
same
concern
that
it
was
removed.
I
would
love
to
see
it
put
back
with
the
other
options
still
there.
So
just
it's
helpful
to
see
the
median
income
as
compared
to
the
other,
but
I
don't
want
to
see
it
with
the
english
as
a
second
language
removed.
Does
that
make
sense,
yep.
Q
Miss
hogan
you've
explained
before
that.
One
of
the
problems
with
the
economic
disadvantage
variable
is
that
families
who
are
undocumented
might
be
under
counted.
So
is
that
the
case
for
this
slide
as
well?
That's.
O
It's
the
same,
the
same
data
point
here
so
if
they
are
not
included,
it's
the
same
data
point
correct.
So
if
the
student
is
not
the
student's
family
is
not
participating
in
some
sort
of
state
program,
they
would
not
be
included
as
economically
disadvantaged.
Q
My
second
question
was
around
the
variables
in
acs
that
aren't
the
one
that's
worded
like
it
is
about
english
spoken,
not
not
english
spoken
at
home
or
whatever
it
is
here.
That
was
a
flag
for
me,
around
bilingualism,
being
an
asset.
Are
there
others
that
refer
to
what
miss
aguero
pointed
out
about
where
adults
are
not
bilingual
they're
monolingual
in
the
in
the
language
other
than
english?
Are
there
other
language
related
variables
that
we
could
use.
O
M
O
So
the
next
two
slides
will
have
very
similar
tables.
One
is
by
zip
code,
one
is
by
race,
but
all
of
the
columns
will
be
the
same
with
the
same
colors
or
just
be
more
rows.
O
We'll
say
we
see
similar
patterns
between
the
20
from
this
last
year
and
the
20
in
the
simulations
and
similar
percentages
by
zip
code.
O
I
do
want
to
highlight
a
neighborhood
we've
heard
quite
a
bit
about
in
public
comment
is
chinatown
and
under
these
tier
options
in
the
80
they
get
close
to
two
percent
of
the
invitations,
as
opposed
to
only
0.8
from
the
interim
policy.
P
It
it
does
super
helpful.
It
also,
I
think,
under
this
tier
policy,
we
also
see
increases
in
west
roxbury,
which
is
another
neighborhood,
who
that
we've
heard
a
lot
from
and
jamaica
plain
with,
of
course,
correlating
reductions
in
other.
C
Yes,
miss
hogan.
Does
this
just
want
to
affirm
and
I'm
sorry,
you
keep
hearing
the
same
question,
but
for
this
slide
in
particular,
does
are
all
the
slides
tonight
across
the
board,
assuming
removal
of
bilingualism
as
a
factor
including
this
slide.
D
Miss
hogan,
I
have
a
question.
D
Okay,
I'm
good
all
right,
so
my
question
was
why
every
tier
almost
has
the
for
every
single
race
almost
has
the
exact
same
percentage
for
every
tier,
and
why
is
that
on
purpose?
Is
that
just
random,
like
I'm,
I'm
confused,
why
that
is
showing
up
like
that.
O
O
Y
W
I
just
when
mr
chernow
said
across
the
fourth
tears.
I
just
wanted
to
make
clear
for
everybody,
including
in
tuning
in
at
home,
that
it's
that
these
four
colored
boxes
are
not
the
tiers
themselves,
but
the
four
options
for
creating
the
tiers
right
that
you
highlighted
for
us
using
the
maps
on
the
prior
pages
right.
And
so
it's
not
that
that
red
box
is
the
tier
one
right.
W
The
grouping,
that's
lower
income,
but
it's
option
one,
the
one
that
that
goes
through
the
factors
that
you
mentioned,
including
homes
where
english
is
not
the
only
language
spoken.
M
P
Thank
you
for
that.
Mr
kreger
also
just
miss
hogan.
It
would
be
very
helpful
to
I
don't
know
if
someone's
able
to
do
it
quickly,
if
someone
might
be
able
to
do
it
in
the
next,
you
know,
while
we're
in
the
meeting
would
be
very
helpful
to
see
the
simulations
with
the
across
all
of
these
reiterating
mr
craiger's
question
as
it
relates
to
economically
disadvantaged
versus
non
economically
disadvantaged.
The
aggregate
numbers
be
super
super
helpful.
W
P
That
would
be
very
helpful
because
I
I
just
want
to
make
sure
that
that
would
be
very
helpful
because
when
just
looking
at
the
numbers
in
this
way,
someone
might
walk
away
thinking
that
the
tiered
system
creates
a
less
racially
and
ethnically
diverse
student
population,
and
so
I
just
want
to
make
sure
that
that's
not,
I
don't
think
that's
the
case,
but
it's
I
just
want
to
make
sure
that
we
can
all
being
fully
transparent.
We
can
all
see
the
numbers
I'll
see
the
data
dr
tong.
Q
This
today
is
now
at
least
the
third
time
we've
seen
how
allocating
20
city-wide
contributes
to
inequity.
So
I
would
like
to
see
simulations
as
well.
I
also
see
that
the
tier
approach,
which
means
taking
into
account
the
chicago
variables
around
socioeconomic
status,
lead
to
greater
inclusion.
P
So
mr
condom
passes
I
I
have
to
respond
to
that
because
I
mean
if
because
what
you're
saying
in
a
sense
is
that
the
brightest
students
in
the
city
are
overwhelmingly
white
and
wealthy,
and
I
don't
think
that's
what
you're
intending
to
say.
B
And,
that's
you
you,
if
you,
if
you
do
not
identify
students
who
have
played
by
the
rules
have
worked
hard.
The
data
is
is,
is
what
it
is.
N
J
N
P
D
D
Like
ms
sullivan
said,
it
speaks
to
that
the
whitest
that
the
white
students
are
quote
unquote,
the
most
bright
when
really
the
quote
unquote
was
privileged,
which
is
what
what
is
shown
by
the
20
percent
majority
or
almost
majority
being
both
white
and
both
not
echo
economically
advantaged
or
not.
Echoing,
not
not
y'all,
know
what
I
mean
anyways.
Q
Q
Q
W
My
my
points
have
been
made
better
than
I
could
make
them
by
mr
chernow
and
ms
tom,
so
I'm
lowering
my
hand.
N
T
Lum,
this
may
be
an
uneducated
question
because
I'm
not
a
statistician,
but
since
we're
dealing
with
actual
numbers,
won't
the
population
break
down
of
white
multi-race,
etc,
always
in
the
end
end
up
being
the
same
they're,
the
largest
group
relative
to
the
other
breakdown.
So
that
number
won't
change.
T
So
if
we
have
a
fixed
population
school
year,
2021
of
actual
invitees
on
which
these
simulations
are
being
run,
the
overall
aggregate
of
white
students
versus
the
rest
of
the
over
the
overall
population
won't
change,
because
it's
a
fixed
right
like
if
this
were
100
students.
40
of
that
100
students
would
always
be
white
because
it's
the
actual
those.
O
Are
those
are
the
invitees,
but
the
overall
applicant
pool
okay,
so
which
maybe
I
should
add
a
column
as
well
to
show
that
the
breakdown
within
the
applicant
pool
of
the
group
of
students
that
we're
talking
about,
because
that
would
be
the
percentage
that
would
be
fixed
here.
Q
P
U
Kind
of
moving
into
thinking
about
other
data
points
that
we've
discussed
just
piggybacking
off.
Dr
tung's
question
around
bps,
and
I
know
ms
nagasa
also
had
some
thoughts
around
bps.
I
just
wanted
us
to
think
about
the
fact
that
bps
itself
is
a
very
diverse
community,
around
privilege
and
background
as
well,
and
that
I
would
I
would
caution
around
using
bps
as
a
universal
proxy
for.
U
So
I
would
just
ask
us
to
think
to
potentially
think
about
some
other
lenses,
as
we
also
think
about
that.
That
piece
as
I
agree
that
the
schools
folks
attend
have
great
bearing
on
their
outcomes,
but
I'm
just
a
little
concerned
about
that
dichotomy
around
bps
versus
non-bps,
because
we
do
have
public
school
students
who
are
economically
disadvantaged
in
the
city
who
would
be
excluded,
and
then
we
do
have
significantly
resource
students
who
would
be
bonused
so
to
speak
if
it
were,
if
it
were
cut
that
way.
N
Q
Tom
I
wanted
to
well
so
what
what
ms
hogan
just
showed
us
tells
us
that,
when
you
use
socioeconomic
variables
by
census
tract
that
that
you
do
improve
representation
across
multiple
variables.
That
I
mean
that's
like
to
me.
Q
The
top
line
from
those
tables
and
I've
been
struggling
with
understanding
over
the
past
few
weeks,
the
ms
sullivan's
call
for
neighborhood
diversity
and
how
tears
I,
I
think,
I'm
coming
to
the
conclusion
that
when
you
lump
census
tracts
together
into
tears,
you
have
the
possibility
of
losing
neighborhood
diversity,
because
you
could
have
10
census
tracts
in
a
tier,
but
the
kids
who
end
up
getting
invites
all
come
from
one
or
two
of
the
census
tracts
within
that
tier.
And
so
you
know
I've
been
thinking
about.
Q
Well,
how
do
we
use
a
geographic
option
which
we,
which
guarantees
neighborhood
diversity,
where
ses
tiers
do
not?
And
so
we've
learned
from
the
zip
code
year
that
we
can
do
better?
Q
When
we
look
at
sending
schools,
schools
that
have
sixth
grades,
there
are
97
of
them,
and
my
proposal
last
week
was
to
group
them
to
to
use
opportunity
index,
but
actually
now
that
we've
seen
the
census
tract
data,
could
we
not
group
them
into
tiers
and
just
use
the
167
census
tracts
as
the
basis
for
not
the
eligibility
part,
but
the
selection
part.
N
P
P
The
with
the
exception
of
or
the
the
major
issue
for
many
of
us,
not
for
all
of
us,
but
for
many
of
us,
including
me,
was
kind
of
how
to
essentially
get
a
little
bit
more
granular
to
get
at
the
socioeconomic
piece
right.
And
so
what
what
I?
So?
P
N
Q
Q
Looking
at
the
maps-
and
you
know
how
she
has
all
the
different
color-
how
miss
hogan
has
four
colors
or
five
colors
or
eight
colors-
we
don't
need
that.
We
just
need
the
number
of
kids
in
fifth
and
sixth
grade
or
fifth
or
eighth
grade
or
whatever
in
each
census
tract.
And
then
we
allot
seats
proportionally.
R
Yeah
I
mean
I,
I
see
the
idea
and
the
potential,
but
I
wonder,
and
that's
probably
a
question
for
miss
hogan
by
multiplying
the
number
of
buckets
by
four.
I
mean
this.
Doesn't
honestly.
Is
that
really
manageable
I
mean?
Are
we
just
gonna
make
it
too
complicated,
and
I
I
worry
that
it's
gonna
be
like
it's
gonna,
be
just
much
more
detail,
but
is?
R
Is
that
going
to
be
too
much,
and
I
kind
of
worry
that
it
may
be
like
too
much,
because
some
sensors
track
may
end
up
with
like
one
seat
or
no
seats?
Maybe
I
don't
know,
and
also
I
mean,
would
you
mind
because
I
I
miss
like
some
of
the
last
couple
of
meetings.
Would
you
mind
elaborate
a
little
bit
more?
What
do
you
mean
by
the
neighborhood
diversity,
because
I'm
not
really
sure
that
I
understood
it.
P
I
can
take
that
with
our
interim
policy,
mrs
aguirre
you'll
recall
we
were
able
to
so.
So
let
me
actually
back
up
even
further
the
data
we
let
the
data
drive,
at
least
for
me.
Data
drives
decision
making
right
data
pre
pandemic
showed
that
we
had
within
our
exam
schools,
disproportionate
representation
from
some
neighborhoods,
most
notably
west
roxbury,
quite
frankly,
in
comparison
to
some
in
comparison
to
some
other
neighborhoods
in
the
city,
for
example,
dorchester
02124,
okay,
disproportionate
representation
within
our
exam
schools
across
neighborhoods.
P
Like
that's
data
that
we
can
that
we
could
see
with
our
interim
policy,
there
was
an
attempt,
you'll
recall,
to
bring
about
greater
balance
and
fairness
and
equity,
quite
frankly
across
neighborhoods.
That's
why
we
went
with
the
why
we
use
the
proportionality
data
when
it
came
to
the
number
of
seats.
P
As
a
result,
what
we
saw
the
data
tells
us
is
that
the
interim
policy
yielded
more
equity
across
neighborhoods
based
on.
I
think
the
factor
we
used
was
we
changed
it.
It
was
number
of
school-age
children
in
the
neighborhood,
I
believe,
is
great
right,
yep,
so
so
so
equity
as
as
measured
by
the
number
of
school-aged
children
in
in
in
a
neighborhood
and
what
that
in
effect
did
was
create.
P
We
have
by
again
looking
at
the
data
of
the
invitations
we
have
more
students
from
different
neighborhoods
across
the
city
being
invited
to
the
exam
schools.
For
me,
that's
a
win.
I
actually
think
that's
a
significant
win
where
we
would
have
within
these
schools,
in
particular
greater
representation
of
students
from
across
the
city.
I
think
that's
important
for
a
number
of
reasons,
one
because
these
are
city-wide
schools,
they're
supposed
to
be
two
because,
of
course
we
know
you
know.
Kids
learning
from
other
kids
from
different
neighborhoods.
P
Just
just
enriches
the
educational
experience
for
students,
but
third,
just
to
be
very
frank
about
it.
For
our
city,
boston,
a
city
that
has
really
struggled
with,
I
get
what
I'd
call
some.
You
know
neighborhood
tribalism
in
some
respects,
really
being
intentional
about
ensuring
that
students
who
are
at
these
particular
schools.
P
I
do
believe-
and
this
is
my
personal
opinion-
I
do
believe
that
that
would
make
for
a
better
stronger
city
in
the
future.
So
that's
the
neighborhood
piece
I
raised
a
few
meetings
ago.
That's
for
personally!
That's
it's
important
to
me
that
if
for
us
to
figure
out
how
to
keep
neighborhood
diversity
in
the
mix.
Z
U
You
just
wanted
to
go
back
because
I
totally
agree
with
sullivan
about
the
neighborhood
diversity.
I
was
heartened
to
see
the
simulation
that
miss
hogan
included
in
the
slides,
though
that
had
the
zip
code
breakdown,
it
does
look
like
the
tiers
are
preserving
a
high
level
of
or
a
pretty
similar
level
of
representation
from
what
the
zip
codes
achieved.
U
I
just
wanted
to
shout
out,
as
I
was
looking
over,
some
of
the
simulations
that
miss
hogan
had
and
the
team
had
done
in
the
fall
and
to
see
how
actually
pretty
close
to
accurate
they
ended
up
being.
I
think
that
it
speaks
to
the
strength
of
the
simulation
work.
That's
been
done
so
far,
so
I
do
feel
comfortable
with
the
tiers
achieving
what
ms
sullivan
just
described,
based
on
the
simulations
that
miss
hogan's
team
did.
U
But
I
did
just
want
to
mention
to
dr
tong's
point
about
the
tracks
being
more
exact
about
achieving
that.
I
think
it
would,
but
I
I
really
think
that
even
the
zip
codes
were
so
sectioned.
I
think
I
I'd
share
miss
aguirre's
point
or
concern
about
the
minute
size
of
what
these
tracks
would
be.
I
think
if
we
had
more
seats,
if
we
were
a
large
city
like
new
york
or
something
like
that
and
had
more
than
a
thousand
seats
we
were
talking
about,
I
think
that
model
would
work.
C
It's
like
so
I
joined
the
chorus
of
support
for
sorry
guys.
C
It's
what
I
get
for
being
quiet
for
the
last
hour,
so
I
I
joined
the
course
of
support
for
protecting
to
use
for
want
of
a
better
word,
the
neighborhood
diversity
that
we've
achieved
as
a
working
group
through
the
interim
policy.
C
I-
and
I-
and
you
know
I-
I
only
see
opportunities
to
deepen
that
with
all
of
the
simulations
that
we
have
seen.
C
I
think
it's
also
important
to
note,
and
just
ms
sullivan
to
to
you
know,
pursue
that
that
that
mantra
of
following
the
data
part
of
it
I
mean
part
of
the
data-
is
that,
for
whatever
the
policy
reasons
were
behind
it,
we
had.
We
did
achieve
that.
C
A
marked
increase
in
diversity
and
equity
through
our
interim
policy,
just
using
zip
codes,
which
I
think
we
can
perfect
on
and
see.
C
It's
been
demonstrated
that
we
could,
you
know
using
using
the
tiers
or
geo
codes
or
whatever
see,
increases
in
socioeconomic
diversity
and
that's
exciting
and
that's
and
and
we
did
in
the
fall.
C
C
Now
one
of
the
things
I
think
it's
important
that
we
try
to
put
our
you
know
minds
to
with
respect
to
what
we
were.
What
were
we
thinking
back
as
a
working
group?
C
I
don't
think
any
of
us
were
thinking
that
it
was
important
for
us
to
protect
privilege,
I
thought
or
or
I
certainly
don't
believe
that,
and
I
don't
think
that
that's
what
any
of
us
sought
to
do,
but
I
think
back
in
the
this
summer,
we
thought
that
there,
the
20
and
the
80
emerged
as
an
important
policy
consideration
in
order
for
us
in
the
realities
of
the
complexities
of
the
city
that
we
dwell
in
and
and
wanting
to
this
change
to
be
sustainable
change
that,
in
the
wisdom
of
the
working
group,
we
thought
this
is
important
important
to
preserve,
and
I
think
what
we
need
to
talk
about
is
what
were
what
were
we
thinking
and
what
were
the
what
was
and
it
we
didn't.
C
There
was
a
lot
of
thinking,
a
lot
of
back
and
forth
over
that,
and
achieving
consensus
on
that
was
was
one
of
the
most
remarkable
achievements.
I
think
we've
seen
in
years
is
having
to
have
been
able
to
pull
that
off.
So
maybe
you
know
were
we
off
with
respect
to
our
policy
considerations
back
then
or
what
were
they?
C
But
I
think
I
think
it's
important
that
we
recall
how
and
we
and
to
have
been
able
to
achieve
to
both
honor,
whatever
those
policy
considerations
were
and
also
you
know,
to
have
our
to
have
our
bread
and
eat.
It
too
was
no
small
task
and
I
think
that's
part
of
the
reason
why
it's
been
celebrated
so
and
it's
been
so
defensible
and
we've
been
able
to
fend
off,
we've
been
able
to
fend
off
the
tractors,
but
I
certainly
would
want
us
to
remem
you
know.
C
So
what
were
we
thinking
and
what
was
behind
that
and
knowing
that
it
wasn't
something
that
we
did
rashly.
It
took
a
lot
of
thinking
a
lot
of
back
and
forth
up
until
the
last
minute,
and
it's
worth
recalling
why
it
was
there
to
begin
with.
P
Thank
you,
mr
acevedo.
I
so
I
I
feel
compelled
to
respond,
especially
since
it
you
know.
The
comment
was
on
the
80
20..
I
want
to
be
clear.
I
was
not
settled
with
the
20
when
we
were
in
the
working
group,
for
the
very
reasons
that
dr
tong
is
raising
relative
to
who
the
the
20
is
actually
helping.
P
P
P
P
I
had
to
step
to
the
side
on
that
point,
but
I
want
to
be
really
clear
that
I
don't
I
if
I
do
believe
we
will
be
able
to
achieve
consensus.
I
do
believe
we
will
be
able
to
present
a
recommendation
to
the
school
committee.
We
need
to
talk
about
that,
but
I
but
but
but
what
I
will,
to
the
extent
that
we
preserve
the
20.
P
Q
I
wanted
to
well
I'm
going
to
need
to
spend
more
time
with
today's
tables
to
understand
how
ms
garrett
concludes
that
the
tiering
preserves
neighborhood
diversity,
but
but
I
will
do
that,
and
I
just
wanted
to
explain
that.
The
reason
that
I
moved
away
from
the
sending
school
idea
from
last
week
was
because
of
this
neighborhood
diversity
idea
and
that
that's
how
I
got
to
the
more
fine
census
tract
idea.
Q
But
I
also
think
there's
agree
with
you
that
when
it
gets
too
fine,
it's
it's
problematic
and
that's
why
I've
so
much
appreciated
miss
nagasawa's,
creative
thinking,
evidence-based
thinking
in
her
approach,
which
she
shared
with
us
today,
which
has
some
idea
about
grouping
sending
schools,
and
so
I
want
to
you,
know,
borrow
that
idea
and
wrestle
with.
Could
we
group
census
tracts,
or
I
mean
I
I'd
still
go
with
sending
schools
but
but
do
simulation
so
that
we
do
understand
how
neighborhood
diversity
would
be
preserved
while
being
as
inclusive
as
possible.
N
P
Helpful,
mr
contemposis
and
then
mr
craker.
B
Thank
you.
I'm
intrigued
by
dr
tong's
suggestion
I'd
like
to
really
understand
it
a
little
bit
better
and
again.
Let
me
try
to
at
least
suggest
what
I've
heard
and
ask
you
to
respond.
What's
you're
suggesting
for
selection
is
that
the
plan,
instead
of
having
eight
tiers,
we
look
at
tears
across
all
census,
tracts.
B
Q
But
now
from
this
conversation
I
have
to
work
on
version
3.,
but
version
2
was
to
do
a
lottery
of
eligible
students
by
census
tract
in
order
of
the
socioeconomic
status
or
variables
of
the
census.
Tracts
for
this
just
to
order
the
selection
of
seats
and
the
invitations
would
be
proportionate
to
the
number
of
sixth
graders
in
each
census
tract.
Q
But
that's
not
what
I'm
proposing
now,
because
I'm
hearing
that
it's
too
fine
and
that
we
need
to
think
about
how
we
would
group
them
and
still
maintain
neighborhood
diversity,
and
then
I
also
want
to
bring
up
since
since
we're
at
it.
Another
thought,
which
is
that
we
have
talked
about
the
fact
that
some
students
who
live
in
subsidized
housing
might
be
in
census,
tracts
that
are
higher
ses
right.
Q
So
we
saw
the
red
dots
several
times
and
then
and
that
we've
also
talked
about
you
know
extra
consideration
for
kids
in
groups
that
have
been
historically
marginalized,
like
students
with
disabilities,
english
learners,
dcf
involved
homeless,
and
so
so
because
my
approach
is
lottery,
I
you.
Q
So
I
don't
I'm
not
using
tears
because
to
me
when
you
group
into
eight
tiers
you,
you
have
the
potential
of
losing
neighborhood
diversity.
So,
coming
into
this
meeting,
I
was
thinking
just
the
hundred
and
whatever
census
tracts.
The
number
of
seats
per
cents
is
track
allocated.
According
to
you
know
the
thousand
seats
that
we
have
so
no
tears,
but
I
still
I
we.
We
need
to
talk
about
how
to
combine
tears
while
maintaining
neighborhood
diversity.
P
So
I
just
actually
want
to
pick
up
where
mr
condom
passes
is
leaving
off.
So
if
I'm
understanding
you
correctly,
the
way
that
I've
kind
of
captured
it
and
as
I'm
trying
to
follow
along,
is
that
essentially
it
would
be
in
lieu
of
using
the
zip
code
we
would
be
using
and
what
I
have
been
saying
is
census
tracts,
but
I'm
assuming
it
would
be
census
tracts
that
are
contiguous.
P
Q
P
Got
it
okay,
mr
craiger,
the
miss
carrot
and
then
I'd
love
to
pivot,
to
talking
a
little
bit
about
how
we
create
the
pool
our
favorite
topic.
W
We
settled,
albeit
not
without
concern
on
an
80
20
model,
because
we
knew
that
when
the
denominator
was
the
proportion
of
k-12
students
in
a
particular
neighborhood
that
we
would
have
neighborhoods
where
there
would
be
very
few
students
potentially
admitted
right
and
the
20
percent
allowed
for
the
opportunity
to
you
know
to
help
correct,
so
to
speak,
that
you
know
that
really
harsh
cut
in
in
one
of
these
smaller
proportion.
Neighborhoods-
and
I
you
know-
I
I'm
I'm-
processing
all
of
the
ideas
that
are
on
the
table
right
now.
W
But
I
do.
I
would
note
that
if
we
were
to
use
a
tiered
model,
for
example,
that
the
groupings
would
be
big
again
to
miss
carrots
point.
U
Thank
you,
miss
sullivan,
mr
craig
was
in
my
head
a
little
bit
that
I
was
going
to
also
mention
my
recollection
of
that
decision
being
about
the
size
of
some
zip
codes,
including
zip
codes
like
chinatown
that
were
very
small
in
number
and
that
are
economically
disadvantaged
were
part
of
the
consideration
of
the
20
which
to
mr
craiger's
point,
might
be
a
totally
different
landscape
now.
But
I
did
want
to
just
double
down
on
mr
acevedo's
point
that
the
inclusion
of
that
20
was
in
no
way
intended
to.
U
You
know,
reward
students
who
already
have
every
advantage,
but
we
were
thinking
about
the
size
and
the
n
of
some
of
the
very
small
neighborhoods,
but
I
just
in
you
know
thinking
about
how
we
achieve
neighborhood
diversity.
I
would
just
love
us
to.
I
know
we
don't
have
time
to
do
it
now,
but
look
back
at
the
slide
that
ms
hogan
shared
by
zip
code
today,
based
on
the
tier
simulation,
I'm
just
not
sure
what
problem
we're
trying
to
solve
it.
U
It
looked
very
different
from
you
know
some
of
the
concerns
we
had
that
ms
sullivan
raised
about
the
disproportionality
of
neighborhoods
as
they
stand
now
in
the
exam
school.
So
I'm
just
not
sure
what
what
how
I'm
not
sure
how
the
tiers
are
preventing
neighborhood
diversity.
And
I
wonder
that
when,
if,
when
miss
hogan's
team,
does
that
additional
piece
where
the
20
and
80
are
combined,
so
that
we
can
see
the
full
scope
it
may
be
even
clearer.
C
I
really
I
I
want
to
appreciate
mr
krieger
and
miss
carrick
for
providing
that
institutional
history
and
in
doing
so,
what
we've
done
is
you
know
in
backtracking,
so
why
did
we
do
this?
What
we've?
What
we've
just
done,
is
reclaimed
a
very
important
governing
principle
and
one
of
the
governing
policies
we
wanted
to
in,
and
it's
possible
that
you
know
using
using
the
tiered
system
the
larger
system.
We
may
have
obviated
that
concern.
C
C
Residents
of
different
various
neighborhoods
that
were
impacted,
notwithstanding
some
of
which-
and
I
agree
with
you,
ms
sullivan
some
of
it-
was-
was
necessary,
pain
with
it
came.
C
You
know,
unintended
negative
consequences
on
other
neighborhoods,
but
that's
that's
the
nature
of
experimenting
with
change,
which
is
why
we're
also
getting
an
opportunity
to
rethink
this
now
and
if
there's
a
way
to
you
know
preserve
that
policy
and
not
do
untoward
damage
to
certain
neighborhoods,
mainly
chinatown,
using
this
other
system
and
not
zip
codes
per
se,
all
the
all
the
better.
P
Okay,
let's
shift
the
conversation
to
how
we're
going
to
create
this
pool
okay
and
we
save
that
until
6
41
pm
on
a
friday
evening,
oh
joy,
so
this
is,
I
want
to
put
some
things
on
the
table
to
help
us
kind
of
try
to
navigate
this
part
of
the
conversation
we
have
and
I'm
gonna
start
kind
of
with
the
policy.
P
Pre-Pandemic
was
a
policy
that
had
both
the
fact
in
order
to
create
the
pool
the
applicant
pool,
there
was
an
assessment
and
grade
so
there
were
two
factors
that
were
considered
assessment
and
grades
over
the
course
of
the
past
few
weeks.
Our
conversations
as
well
as
hearing
from
some
of
our
experts,
I'm
reminded
primarily
of
dr
shepard.
P
We
have
heard
about,
and
also
from
public
comment,
quite
frankly
as
well.
We
have
heard
this
idea
of
considering
additional
factors
like
educator
recommendations,
we've
heard
essays,
we've
heard
other
forms
of
portfolios
in
the
mix.
P
P
We
have
just
putting
it
all
on
the
table.
We
have
folks
on
the
task
force,
who
feel
very
strongly
that
they'd
like
to
keep
kind
of
the
structure
the
qualifying
structure,
as
is
as
was,
and
we've
also
heard
from
folks
on
the
task
force,
who
feel
very
strongly
that
there's
a
need
for
significant
change,
which
would
include
the
elimination
of
an
assessment.
So
we've
got
polar
opposites,
okay,
polar
opposites
on
the
task
force.
P
P
P
P
N
P
P
N
P
With
that
assessment,
we've
talked
about-
and
I
just
want
to
put
this
on
the
table.
P
P
We've
also
talked
about
using
it
for
as
a
growth
measure,
which
would
mean
students
would
need
to
take
it
at
least
twice
to
be
able
to
demonstrate
learning
today
and
and
growth
over
time,
as
indicated
by
testing
3m,
but
that
was
three
months
down
the
road.
P
Conversation,
no
one
wants
to
speak.
First,
okay,
there
we
go
there,
we
go
there,
we
go
there,
we
go
there,
we
go
mr
acevedo,
miss
love,
mr
craiger.
C
Actually
you
you
mentioned
something
that
I
don't
think
has
been
adequately
weighed
or
discussed
with
respect
to
we
with
respect
to
the
nwea
and
the
map
growth.
We
have
we've.
We
we
have
heard
this.
You
know
some
discomfort
with
respect
to
the
use
of
the
map
growth
as
an
assessment,
but
I
don't
think
that
we've
had
enough
discussion.
C
Of
using
the
map
growth
as
a
as
an
indicator
of
of
growth,
a
growth
indicator
requiring
the
administration
of
the
map,
growth
at
least
twice,
and
I
I
I
don't
know
that.
We've
we've
sufficiently
wrestled
with
that.
What
it
would
look
like,
and
especially
since
we're
hearing
from
the
nw,
the
folks
from
the
nwea
themselves,
the
creators
of
the
test
who
themselves
have
said.
Actually
we
prefer
that
you
use
it
as
a
growth
tool
rather
than
an
assessment,
and
so
I
at
least
that's
my
recollection
from
their
presentation.
C
T
Overall,
not
opposed
to
an
assessment
being
used
in
this
process,
so
on
a
plain
straight
up
and
down
vote
with
regard
to
assessment
in
and
of
itself.
That's
where
I
stand
how
the
assessment
is
used,
I
would
say
I
do
have
some
concerns.
Slash
qualifiers,
understanding
that
as
far
as
curriculum
is
concerned,
math
and
ela
is
the
one,
the
two
subjects
that
are
covered
consistently
throughout
the
district.
T
P
W
W
So
if
we
were
to
use
an
exam,
for
example,
to
determine
eligibility
for
a
qualified
applicant
pool-
and
you
were
a
public
school
student
who
already
took
an
mcas
that
would
determine
whether
you
are
performing
at
or
above
grade
level,
I
would
think
you
should
be
able
to
count
that
score
instead
of
the
map
growth
right.
If
you
are
a
student
who's
done
it
on
the
map
growth.
W
I
think
that's
great,
whether
or
not
you
have
an
mca
score
to
go
along
with
it.
And
similarly,
if
I
don't
know,
if
there's
a
way
to
do
this
in
the
first
year
of
implementation,
but
I
would
be
open
to
hearing
how
to
incorporate
growth
in
addition
to
achievement
as
an
additional
way
to
demonstrate
your
preparedness
to
participate
in
the
exam
schools.
W
And
as
I
understand
it,
that
was
the
impetus
for
the
nwea
applying
for
the
boston,
public
schools
contract
itself,
and
so
if
an
exam
is
to
be
used,
my
recommendation
is,
you
know,
I
think
our
charge
is
removing
barriers
to
equal
educational
opportunity
in
admissions
here
and
if
an
exam
is
part
of
that,
I
would
recommend
doing
it
in
any
manner
that
can
most
eliminate
those
barriers.
Thank
you.
D
Thank
you,
miss
sullivan.
I
would
like
to
come
and
say
that
I
am
opposed
to
a
use
of
tests
in
exam
schools.
D
I
think
it
continues
to
uphold
systemic
racism
as
I've
spoken
before,
and
I
think
it's
time
for
this
committee
or
this
task
force
to
make
for
some
radical
change
and
go
against
the
ways
that
we've
seen
that
haven't
worked
for
certain
students
and
disproportionately
worked
for
other
students
and
families,
and
I
actually
wanted
to
read
a
quote
from
ibrahim
x
kennedy.
Some
of
y'all
may
know,
I'm
pretty
sure
the
professor
he
speaks
along
this
topic
a
lot
better
than
I
could.
He
said.
D
B
R
Yeah,
I
am,
I
am
not
supposed
to
have
an
assessment,
and
I
kind
of
agree
with
mr
gregor
I
would
have
an
assessment
should
be
like
convenient.
I
I
don't
know.
I
know
that
private
charter
schools-
maybe
they
don't-
have
mcas.
R
I
wonder
if
that
could
be
like
an
option
to
to
you
know
to
ask
the
students
who
are
interested
between
exam
school
to
take
the
incas.
I
don't
know
that's
kind
of
feasible
or
or
not
at
all,
but
the
same
way
that
before
they
have
to
kind
of
do
the
ise,
will
it
be
possible
to
use
the
mcas
for
that
since
the
bps
students
already
take
it?
We
have
the
other
students
who
are
interested
in
come
to
summer
school.
R
Take
them
cast,
and
because
I
wonder
I
mean
if
we
are
going
to
be
using
mcas
must
grow.
Something
different.
Are
the
data
going
to
be
comparable?
I
mean,
are
we
going
to
be
able
to
say?
Okay,
a
score
of
this
match
is
equivalent
to,
of
course,
this
one
and
the
other
one,
and
I
that
may
or
not
they
like
really
feasible.
I
honestly
don't
know,
and
then
for
the
gpa.
R
I
agree
with
miss
loon
that
in
a
in
a
different
world
it
would
be
great
to
have
a
gpa
that
includes
more
than
math
and
ela,
but
I
think
that,
unfortunately,
the
schools
were
science,
but
it's
not
taught
by
specialists
is
what
you,
the
kids,
don't
really
don't
social
studies.
R
N
So
miss
just
to
respond.
P
To
one
of
your
questions
when
nwea
presented,
they
indicated
that
they
they
are
able
to,
I
guess,
normalize
their
scores
or
that
that
that
the
test
is
equal
to,
or
I
forget,
the
language
that
they
use,
but
they,
but
but
basically
what
they
said
is
that
there
is
a
correlation
between
mcas
scores
and
map
growth,
scores.
P
Mr
contemposis,
the
mascara
and
we're
being
asked
I'm
sorry.
We
are
being
asked
to
speak
up
a
little.
B
Okay,
thank
you
just
a
logistical
perspective
here,
the
in
order
for
the
m
the
map
test
to
be
used
to
determine
growth.
B
B
U
Thank
you.
The
other
school
leaders
escrasa
dr
freeman
wisdom
as
well
as
myself,
are
all
in
favor
of
an
assessment.
I
agree
with
mr
chernow
that
radical
change
is
needed.
U
I
push
us
to
think
about
where
that
radical
change
is
affected,
why
we
are
believing
that
students
with
specific
backgrounds
cannot
achieve
at
grade
level
on
a
standards-based
assessment.
That
is
my
concern.
I
think
that
when
we
were
a
working
group,
we
looked
at
the
rates
of
proficiency
of
students
by
race
in
third
grade,
and
that
is
a
state
of
emergency
that
needs
to
be
addressed
with
radical
change.
U
When
we
talk
about
being
worried
about
using
an
assessment,
candy
very
eloquently
talks
about
the
concerns
regarding
the
test,
prep
industry,
and
that's
one
of
the
reasons
that
he
cited.
That
quote
that
mr
charnell
read
the
test.
Prep
industry
in
boston
oftentimes
looks
like
a
six-week
program
that
was
originally
run
out
of
somebody's
home,
started
by
one
woman
that
has
eventually
grown.
U
P
So
I
I
haven't
heard
that
miss
garrett
and
I'm
sorry,
if
that's
what
you've
heard
from
folks,
I
haven't
heard
that
belief
from
anyone
on
the
task
force
that
our
children
cannot
compete,
specifically
children
from
low-income
households
or
black
and
brown
kids
that
I
have
not
heard,
and
I
don't
you
know,
I
just
want
to
say
that,
because
that
would
be
incredibly
painful
to
hear
from
anybody
on
this
task
force.
U
We
know
that
the
students
are
brilliant
and
we
know
that
the
test
is
reflective
of
the
preparation
that
they've
had
but
the
other
reality,
and
is
that
we
see
the
grade
level
preparation,
that's
required
to
thrive
here,
and
while
it
is
our
job
and
we
are
proud
to
support
students
in
that
transition
there,
there
is
a
a
margin
that
is
a
little
bit
large
for
us
to
address
at
the
school
level.
P
P
P
There
are
structurally
structural.
Racism
has
created
impediments,
some
of
them
within
the
control
of
bps,
some
of
them
completely
outside
of
the
control
of
bps,
and
so
I
do
when
I
think
about
this
work,
I'm
thinking
about
how
do
we
mitigate,
I
mean
we
cannot
eliminate,
but
how
do
we
mitigate?
How
do
we
acknowledge
that
these
factors
may
exist
that
structural
racism
is
a
thing
and
seek
to
mitigate
it
in
any
way
possible?
That's
why
you
know
I
haven't
I'll
wait
for
everyone
else
to
speak.
P
I
haven't
spoken
explicitly
on
the
assessment,
but
but
but
that
is
why,
for
me,
I
want
to
see
if
we
can
figure
out
if
we're
going
to
do
this,
how
we
do
it
in
a
way
that
causes
the
least
amount
of
harm,
while
at
the
same
time
giving
you
and
dr
freeman
wisdom-
and
I
forget
who
the
new
bla,
mr
smith,
mr
smith,
kind
of
what
you
need
as
well.
Q
I
wanted
to
weigh
in
on
the
tester
no
test,
and
I
shared
with
the
task
force,
what
I
did,
which
was
to
look
for
every
study
that
had
to
do
with
selective
school
admissions
and
outcomes,
and
so
I
shared
those
studies,
and
so
with
that
kind
of
evidence
that-
and
I've
said
this
before
gpa-
is
a
better
predictor
of
future
academics
than
test
scores.
Q
Every
test
ever
created
shows
group
mean
differences,
race,
socioeconomic
status
and
all
the
other
marginalized
groups,
and
that
tests
do
not
predict
academic
success
as
much
as
your
how
much
your
parents
make
and
what
degrees
they
have.
Q
How
could
I
go
with
a
recommendation
that
includes
a
test
when
our
charge
is
to
we
can
we
can
meet
our
charge
without
one.
T
However,
going
back
to
my
idea,
suggestion
of
using
overall
gpa,
I
think
the
only
way
to
highlight
the
shortcomings
is
not
to
ex,
is
to
include
overall
student
achievement
and
recognize
that
student
achievement
is
being
is
being
accomplished
at
schools
of
varying
varying
degrees
of
consistency
with
regards
to
its
teachings
and
teaching
curriculum,
and
the
student
should
not
be
held
captive
by
the
sending
school
and
whether
or
not
they're
teaching
social
studies
every
day
and
whether
or
not
they're
teaching
science
every
day
and
whether
or
not
they
have
a
specialist
in
their
school
achievement
should
be
measured.
T
Determination,
you
know,
maybe
it
just
kind
of
balances
itself
out
in
the
end.
I
don't
know,
but
I
I
don't
I
don't
know
I
I
want
to
separate
what
does
or
doesn't
happen
in
schools
with
what
students
can
and
can't
achieve.
AA
I
will
say
that
I
am
open
to
either
a
test
or
no
test.
I
I
feel
that
gpa
should
not
be
the
sole
measure
of
academic
achievement,
because
I
do
think
that
would
put
too
much
pressure
on
teachers.
So
if
we
can
find
an
option
that
does
not
use
a
test
but
includes
some
other
factor,
then
I
think
I
would
be
okay
with
that
and
re
using
the
map
of
growth.
AA
I
I
also
am
not
opposed
to
to
using
that,
but
I
am
aware
that
I
believe
ms
hogan
showed
us
data
that
shows
that
white
students
gpa
does
improve
faster
than
black
and
latino
students
over
the
school
year,
and
I
feel
that
if
we
I'm
curious
to
see
how
that
might
also
play
out,
if
we
do
the
math
growth
test
and
students
take
the
test
twice
and
if
the
difference
might
increase.
L
B
I
would
just
suggest
that.
B
L
AB
B
You
know
I
I
in
the
interest
of
not
creating
a
radioactive
kind
of
response.
Okay,
it's
7
15.
we're
not
going
to
solve
this
this
evening.
I
understand
we
have
a
number
of
people
that
want
to
talk
and
offer
their
opinions
and
public
comments.
I.
C
B
Think
that
you
know
we
have
been
discussing
issues
and
quoting
folk
and
all
of
that
sort
of
thing
the
bottom
line
is,
I
don't
want
to
lose
sight
of
the
fact
that
we
have
made
a
series
of
recommendations
through
the
work
group
that
tries
to
address
every
conceivable
issue
that
has
come
up,
we're
not
going
to
solve
the
problems
of
the
district
tomorrow,
and
you
know,
I
think
we
all
know
the
problem
with
using
gpa
as
a
sole
criteria
and
what
we've
got
to
be
able
to
do
as
the
good
professor
from
the
depart.
B
B
And
other
factors,
and
unfortunately
we're
not
going
to
solve
that
this
evening,
so.
N
P
Everybody
else
has
spoken.
I
haven't
given
my
opinion
on
this
assessment
piece
yet
and
I
and
I
want
to
do
that,
but
before
I
do,
I
want
to
ask
mr
chernow.
D
Am
I
going
first,
I
don't
know
if
live
with.
Is
the
right
word
right.
P
D
Sure,
if
it
is
either-
but
I
understand
that,
like
we've
all
said,
there
are
varying
points
of
views.
I
feel
like
I'm
trying
to
save
my
case
again,
not
everyone's
gonna
agree.
I'm
willing
to
hear
other
perspectives
and
hear
other
suggestions
that
may
involve
a
test.
Am
I
gonna
wanna
live
with
it?
No
am
I
here
on
the
task
force
with
y'all.
I
guess
so.
I'm
open
I'm
not
like.
No
I'm
turning
off
my
camera,
I'm
going
home,
I'm
not
like
that,
but
yeah
I'll
leave.
N
P
Q
I
I
cannot
support
the
use
of
a
test
given
our
charge
and
given
the
history
of
generations
of
exclusion,
I
think
we
have
an
incredible
opportunity
here
to
do
something
different
and
major,
and
I
just
I
given
all
of
the
the
data
and
the
evidence
and
all
the
simulations.
Q
As
I
said
before,
I
think
we
we
can
enact
a
policy
without
a
test
that
will
end
up
improving
opportunity
for
all
of
those
kids
who've
been
denied
it
for
generations
and
in
the
at
the
same
time,
we
could
also
be
affecting
change
in
the
other
schools
in
boston.
N
P
Q
G
Q
Yeah,
what's
on
the
teachers
and
the
system,
I
if
we,
if
there's
a
test
in
the
picture,
there
are
a
lot
of
criteria
like
that
all
bps
students
should
be
able
to
take
it
during
a
school
day.
N
Q
M
Q
P
P
Okay,
so
I
am,
I
said
this
weeks
ago,
like
I,
and
I
really
struggle
with.
P
Reinforcing
systems
of
oppression,
whether
it's
in
in
any
form,
I
struggle
with
that.
It's
for
me,
like
just
from
a
justice
standpoint
like
I
just
I'm
a
natural.
My
natural
reflex
is
to
fight
against
that
and
to
try
to
find
ways
to
deconstruct
those
types
of
structures.
Okay,.
P
P
P
P
P
P
P
I'd
want
to
think
about
dr
tong,
to
your
point
to
your
point,
including
factors
like
potentially
an
educator
recommendation,
and
I
understand
that
educators
may
feel.
Like
that's
a
stressor.
My
response
to
that
is,
our
children
are
stressed
by
having
to
be
tested,
so
we've
gotta
like
as
a
city
if
this
is
if,
if
these
are
the
schools
we
want
to
have,
then
we
all
need
to
there.
We
all
have
to
do
our
part
to
support
the
student.
P
I
would
also
like
to
consider
dr
tong
to
your
point
as
a
factor
potentially
essays
or
and
or
some
essays
from
the
students
giving
them
an
opportunity
to
share
a
little
bit
more
about
themselves
or
why
in
exam
school
would
be
good
for
them,
or
you
know,
or
a
video,
if
you
will
something
from
the
students
and
to
miss
lum's
point,
and
I
so
appreciate
you
raising
this
consistently
over
and
over
again,
I
think
we
had
public
comment
from
a
student
a
few
weeks
ago
who
initially
raised
his
point
about
using
more
than
just
the
ela
and
math
grades.
P
Using
sixth
grade
grades,
first
term,
first
quarter,
first
trimester,
whatever
it
works
out
to
be
which
ms
aguirre
would
potentially
address
your
concern
about
what
students
have
access
to,
but
that
would
cover
math
ela
social
studies
and
science.
P
But
as
a
factor
I
I
I
would
be
open
to
learning
more
about
using
map,
but
using
it
as
a
growth
using
using
map
growth
and
and
potentially
given
the
option
for
achievement
for
some
students,
in
addition
to
all
in
comprehensive
grades,
math
ela,
science
and
social
studies,
in
addition
to
giving
students
the
opportunity
to
present
something
else,
an
essay,
an
interview,
a
teacher,
an
educator
recommendation,
but
some
other
factor
that
allows
us
to
get
to
give
the
student
an
opportunity
to
show
who
they
are,
but
also
gives
us
as
a
city
the
opportunity
to
get
to
know
the
student
behind
the
numbers.
N
R
T
I
have
more
of
a
practical
suggestion
with
regards
to
some
qualitative
factors.
T
One
is
the
possibility
of
having
the
essay
being
given
during
the
school
day
as
part
of
the
school
assets
as
part
of
an
assignment,
whether
it's
in
social
studies
or
english
or
math,
and
maybe
you
want
it
in
social
studies
outside
of
ela,
so
that
you're
covering
us
another
subject,
and
that
way
it
can
be
part
of
the
day-to-day
operations
as
opposed
to
something
separate.
Over
and
above.
Q
Ms
sullivan,
I
just
wanted
to
ask
you
if
you,
you
know,
following
your
logic,
about
using
multiple
measures
and
if
we
can
do
something
like
educator
recommendation
or
essay
or
video,
in
addition
to
grades
from
multiple
subjects
and
potentially
from
fifth
and
sixth
grade,
and
we
know
that
the
nwea
is
flawed
in
so
many
ways
in
terms
of
its
validity.
P
What
I
would
like
to
do
looking
forward
to
wednesday,
is
you
know
I
shared
we're
going
to
mr
composters
and
I
will
share
kind
of
two
to
three
kind
of
recommendations
relative
to
kind
of
how
we,
the
qualified,
the
qualifier
and
two
three
kind
of
mechanisms
for
our
seat
allocation
and
then
we'll
continue
to
work
those
over
the
next.
What
two
weeks
or
so,
what
I
would
like
to
do
is.
P
Something
that
would
include
an
assessment
plus
grades
if
we
can
come
to
consensus
on
like
what
the
grades
are.
That
would
be
fantastic,
plus
grades.
I
would
say
comprehensive
to
to
to
to
what
I've
heard,
both
in
public
comment
and
also
from
others
on
the
task
force
comprehensive
grades,
so
more
than
just
the
two
sets
and
some
other
factor
factor
or
factors.
P
Plus
as
one
option
and
and
and
with
that
assessment
being
because
mcas
is,
I
you
know
at
least
for
this
year,
mcas
is
not
an
option.
Mr
geary,
I
hear
you
perhaps
in
the
future.
Mcas
could
be
an
option,
but
mcas
is
not
an
option
right
now.
P
With
that
assessment
being
map
growth
and
it
could
be,
one
way
could
be
with
straight
achievement
and
another
way
could
be
with
achievement
or
growth
as
the
measure
and
then
as
the
so
one
two
and
then
the
third
option
would
be
to
present
and
put
it
on
the
table
would
be
a
proposal
that
includes
kind
of
this,
these
portfolio
of
options.
P
That
is
exclusive
of
an
assessment.
So
two
solution,
two
that
include
an
assessment
and
one
that
does
not
and
just
letting
the
school
committee
know
that
we're
still
working
through,
but
this
is
kind
of
where
we
are
in
terms
of
thinking
about
creating
the
pool.
That's
what
I'd
like
to
be
able
to
do
on
tuesday,
if
we,
if
we
as
a
task
force,
could
feel
okay
with
that
I
see
heads
nodding,
I
don't
hear
I
don't
see
heads
shaking,
I
see
heads
okay,
mr
chernow,.
D
Yeah
just
really
quickly
again,
I'm
head
shaking
yeah
head
shaking.
D
Wanted
to
say,
as
someone
who
was
opposed
to
test,
who
is
now
making
a
compromise,
that
there
be
test
options
available,
I
will
call
upon
my
fellow
task
force
members
that
you
be
open
to
future
compromises
that
may
impede
on
some
of
your
beliefs
as
we
continue
this
process,
because
here
we
are
compromising
already
just
to
put
that
out.
There.
C
C
Never
cut
off
the
principle,
that's
for
sure,
so
not
an
objection
to
the
present
to
the
presentation.
As
these
are
the
options
we're
exploring.
I
think
it
you
know
this
will
require
a
deeper
dive
into
the
you
know
what
would
be
some
of
those
subjective
tools
we
did.
We
did
discuss
these
subjective
tools
to
some
degree
and
actually
at
some
length,
ms
sullivan,
on
tuesday,.
C
So
so
so,
and
there
were
some
very
cogent
arguments
as
to
why
some
of
those
were
problematic
and
would
actually
exacerbate
inequities,
even
even
deeper,
so
the
before
we
embrace
those
and
and
many
of
those
objections
came
from
the
school
leaders
and
and
the
educators.
C
So
I
I
think
that
before
it's
adopted,
we
we
need
to
look
at
you.
Look
at
these
tools
with
a
jaundice
dying.
P
I
concur
and
I've
I've
heard
some
of
the
concerns
I
the
where
the
way
I
land
on
this
and
again
remember
where
I
begin
is
that
the
assessment
is
incredibly
problematic
for
me
from
a
high
stakes
using
it
in
this
way,
I'm
not
anti-assessment
and
but
but
in
terms
of
using
it
in
this
high-stakes
way.
I
do
believe,
and
the
data
supports
the
belief
that
it
is
problematic
in
terms
of
exacerbating
racial
inequities,
what
they
were
saying.
C
Is
that
that
it's
problematic
to
give
certain
to
to
give
head
masters
and
educators
that
kind
of
power,
so
over
our
students
was
one
of
the
arguments,
I'm
not
making
it.
I'm
conveying.
M
P
Finish,
thank
you,
so
I
am
aware
of
the
arguments
that
were
made
on
tuesday
and
also
those
that
have
been
made
in
previous
meetings
relating
the
objections
I
should
say
to
using
other
criteria.
P
P
Okay,
what
I
am
trying
to
do
is
address
what
we've
heard
from
some
of
the
experts
on
this
matter
with
respect
to
how
do
we,
how
do
we
give?
How
do
we
get
closer
to
the
student
and
how
do
we
give
the
student
more
opportunities
to
demonstrate
their
brilliance
and
their
potential
recognizing
that
all
of
these
factors
in
one
way
or
another,
is
problematic.
U
That's
that
would
be
different
in
terms
of
what's
required
from
the
district,
and
so
what
I
would.
What
I
might
also
ask
us
to
think
about
is:
I
would
not
want
a
student
to
be
excluded,
who
could
be
very
viable
for
missing
some
of
these
measures,
so
I
think
that
there
should
also
be
some
consideration
about
how,
if
one
of
those
factors
that
could
help
someone
is
missing,
is
there
another
you
know?
Is
there
could
something
else
compensate?
U
I
think
about
that
in
terms
of
how
hard
it
has
been
to
collect
different
components
from
students,
so
I
just
think
we
should
think
about
students
who
have
the
least
resources
in
helping
them
get.
Things
may
not
get
things
in
on
time,
so
just
those
kinds
of
logistics.
I
think
thinking
out
the
operations,
maybe
not
by
wednesday,
but
I
think,
would
be
an
important
component
to
presenting
the
options.
P
I
concur
excellent,
so
that
is
super
helpful,
that's
very
helpful
and
it
will
also
be
helpful.
I
think,
for
miss
hogan,
as
we
will
we'll
send
some
data
simulation
requests
over.
It
will
also
be
helpful
for
her
in
being
able
to
create
oh
you're
still
here.
Okay,
we'll
hear
myself
simulations
that,
because
we
want
to
see
what
these
different
options
I
mean.
Obviously
not
including
an
assessment,
is
going
to
be
a
tough
one,
but
we
can
run
some
of
the
others.
P
P
I
think
you
know
in
in
in
what
I
heard
in
terms
of
you
know
the
mechanism,
you
know
really,
you
know
looking
at
just
high
level,
certainly
we're
factoring.
We
have
the
tiers
on
the
table.
Eight,
we
have
census
tract
on
the
table
and
we
have
we
didn't
talk
about
it
tonight,
but
I
again
from
tuesday,
even
though
I
wasn't
here,
I
stay
on
top
of
things
I
heard
lottery
after
what
I've
heard
is
lottery,
there's
a
qualifier
and
then
lottery
as
an
option
as
well.
So
we
can.
P
We
can
end
it
here
tonight
and
go
into
public
comment,
but
I
want
to
most
importantly,
just
flag,
mr
contemposis,
and
I
will
will
make
sure
that
the
presentation
is
completed
for
month
for
wednesday.
I
can't
get
my
days
together
and
make
sure
that
the
task
force
has
what
we
are
going
to
share
on
wednesday
in
advance.
P
So
you
all
will
have
that
in
advance
and
then
again
just
keeping
an
eye
open
for
the
additional
meetings
that
will
be
scheduled
in
order
for
us
to
come
to
a
final
recommendation
by
the
23rd,
and
I
do
believe
we
can
get
there.
B
B
Oh
okay,
ms
sullivan,
came
up
with
a
great
idea
that
fridays
in
june
may
be
a
little
bit
difficult
more
difficult
than
fridays
in
december,
and
so
her
recommendation
to
the
task
force
is:
maybe
we
move
fridays
to
thursdays
that,
at
least
for
the
remainder
of
our
sessions,
would
make
it
a
bit
easier
on
those
who
want
to
enjoy
a
longer
weekend.
Q
Q
Well,
you
said
tears.
P
Q
Thank
you.
I
just
wanted
to
note
that
miss
garrett
has
weighed
in
on
the
change
from
friday.
AC
U
Thursday,
sorry
I'm
in
motion
I'll
just
step
back
on,
and
but
I
do
not
enjoy
friday
evenings
with
everyone.
However,
for
school
leaders
we
we
have
meetings
like
you
know
it's
just
any
day
other
than
this
also
makes
it
difficult,
but
we
can
look
at
the
rest
of
the
school
year
and
and
check
it
out.
N
P
Specifically
the
17th,
so
even
if
we
kept
it
for
next
week,
specifically
the
17th
and
the
24th,
it
would
really
only
be
two.
U
P
Thank
you.
Well.
That
was
great
all
right,
so
I
think
we're
ready,
miss
pervex,
hopefully
she's
still
here,
yes,
she's
still
here
miss
parvex.
We
are.
We
are
ready
for
our
public
comment.
A
Thank
you
very
much,
mr
sullivan.
Tonight
we
have
14
speakers
and
each
speaker
will
have
two
minutes
per
person.
I
would
remind
you,
when
you
have
20
seconds
left.
Those
who
require
interpretation
services
will
receive
an
additional
two
minutes.
Please
take
your
name
affiliation
and
what
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
place
your
hand
virtually
in
zoom
also
make
sure
you're
signed
into
zoom
with
the
same
name.
You
use
to
sign
up
for
the
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
Z
Z
The
past
six
years,
the
house
next
changed
the
course
three
times
the
first
two
owners
all
moved
to
the
suburbs
because
of
the
concerns
for
their
children's
school
choices
in
2012,
with
the
goal
of
reducing
inequity
in
access
to
high
quality
schools,
tom
menino,
then
the
mayor
of
boston
hired
a
group
of
mit
researchers
to
develop
the
current
lottery
based
algorithm
for
bps,
to
assign
kids
to
schools.
Several
years
later,
professor
nancy
hill,
at
the
harvard
school
of
education,
independently
evaluated
the
effectiveness
effectiveness
of
this
admission.
Algorithm.
Z
Z
The
families
would
leave
boston
when
their
kids
approach,
kindergarten
or
predominantly
middle
and
high
income.
This
has
created
a
growing
mismatch
between
the
demographics
of
kids
and
city
overall,
professor
hill
further
pointed
out.
The
underlying
problem
is
that
a
school
choice
and
assignment
policy
alone
cannot
solve
inequities
in
access
to
high
quality
schools.
When
there
are
too
few
high
quality
schools
in
the
neighborhoods
that
need.
M
Z
Sure,
well,
this
is
a
hard
problem
to
solve.
It
is
ultimately
a
problem
that
we
know
how
to
solve.
To
summarize,
a
policy
cleverly
engineered
by
mit
researchers
did
not
work
as
expected.
What
boston
needs
is
to
welcome
all
families
back
to
the
city,
but
I'm
afraid
that
a
lottery
or
geographic
based
policy
for
exam
school
admissions
will
only
drive
more
families
with
children
out
of
boston.
I
hope
you
seriously
consider
this
factor
when
you
make
your
final
decision.
Thank
you
very
much.
X
I'm
strongly
disagree
with
the
matter
of
the
using
zip
code
to
decide
who
gets
to
go
go
to
an
exam
school.
It
is
really
unfair
for
certain
people
living
in
neighborhoods.
There
are
where
there
are
fewer
spots
available
for
students
to
get
into
an
exam
school
based
on
data's,
provided
by
bps
neighborhoods
right,
chinatown
downtown
certain
part
of
the
raspberry
and
bacon
hill
asset
torah
have
very
limited
available.
This
is
very
unfair,
unfair
because
most
of
the
availabilities
are
focused
in
certain
neighborhoods
with
which
not
everyone
lives
in
and
also,
I
noticed.
X
I
noticed
that
between
neighborhoods
right
raspberry,
there
are
three
differences
available
based
on
zip
codes
in
raspberry,
but
why?
Why
is
it
that
there
are
not
the
same
number
of
this
available,
even
though
it
is?
It
is
the
same
neighborhood.
X
I
have
first
time
I'm
sorry
20
seconds
left.
Okay,
I
have
a
first
son
who
graduated
from
one
of
exam
school
and
I
know
firsthand
how
great
the
exam
score
are.
They
provide
a
lot
of
opportunity
for
students
to
success,
success
and
it
wouldn't
be
fair.
Is
we
use
the
curve
to
decide
who
gets
influenced?
Who
yeah?
I
hope
the
pbs
does
not
that
matter
of
deciding
who
gets
into
exam
school.
I
strongly
recommend
that
pbs
to
continue
use
the
isbe
test
and
cpa
to
decide
to
get
into
the
exam
school.
AD
Okay,
yeah,
everyone
has
their
american
dreams.
American
dream
means
this
country
is
the
land
of
opportunity
and
that
anyone
can
achieve
success
through
hard
work,
and
I
think
the
concept
school
admission
through
either
lottery
or
residence,
zip
code
or
census
contract
is
against
the
essence
of
the
american
dream.
AD
I
talked
to
several
young
students
about
the
exam
admission
without
text
recently
they
have
heard
about
zip
code
lottery
and
one
kid
said
he
will
not
worry
about
actual
homework
anymore
and
he
can
spend
more
time
on
video
game.
The
other
said
he
will
not
bother
to
go
to
library
to
read
more
books
and
he
will
not
spend
more
time
on
hard
math
or
physical
science
anymore.
AD
So,
as
we
know,
the
u.s
need
to
invest
more
to
gain
more
competence
in
the
technical
world.
How
to
achieve
that?
So
can
you
do
it
by
removing
exams?
Can
you
achieve
it
through
lottery?
Absolutely
not.
If
the
large
receipt
code-based
approach
is
implemented,
most
children
will
not
have
incentive
to
study
extreme
heart.
So,
a
few
years
later,
when
you
go
to
the
hospital
to
perform
a
surgery,
the
surgeon
has
obtained
his
position
through
a
lottery
system.
Good
luck
to
you
later,
if
there's
a
serial
mutation
included
or
other
virus.
AD
Good
luck
to
find
an
effective
vaccine
as
the
people
working
on
that
project
admitted
through
random,
zip
code
selection.
So
can
you
rely
on
this
to
compete
with
other
countries
who
encourage
extremely
hard
work
at
that
time?
Everyone's
life
will
be
really
rough,
so
we
cannot
admit
students
through
zip
code
or
lottery
or
census
tract
now,
and
we
need
to
go
back
to
the
original
admission
approach,
ie
testing
and
gpa
for
the
reputable
boston
exam
school
for
our
upcoming
years
as
the
pandemics
already
on
the
control
now.
So,
thank
you
for
your.
AE
AE
Okay,
thank
you.
I'm
a
resident
of
city,
boston
in
the
neighborhood
of
west
roxbury.
So
thanks
for
the
opportunity,
I
also
highly
appreciate
the
time
and
effort
of
every
member
of
this
task
force.
AE
However,
I
kind
of
struggled
in
understanding
the
timing
and
agenda
of
this
task
force,
especially
in
connection
to
the
lawsuit
and
the
court
ruling
early
this
year
at
the
boston
district
court.
So
in
his
routing
letter,
judge
young
clearly
stated
that
this
is
so
I'm
going
to
quote
directly
from
his
conclusion
confirmation
session.
So
this
so
he
said
this
is
also
the
year
of
majoring
election,
so
as
a
major
appoint
the
school
committee.
So
these
matters
are
sure
to
be
and
of
the
right
ought
to
be
the
subject
of
lively
civic
debate.
AE
So
clearly
chad
young
passed
the
decision
on
to
the
next
major
administration
and
the
through
community.
So
there's
plenty
of
time.
So
why
are
we
so
rushed
to
act
on
this,
and
this
does
not
seem
to
seem
to
be
consistent
with
the
call
ruling
and
the
might
put
the
city
in
the
tropical
position,
since
this
case
is
being
appealed
at
the
circular
circuit
court.
AE
So
my
suggestion
is
to
postpone
the
timeline
and
agenda
of
task
force.
Otherwise
I
don't
see
how
the
democratic
process
and
the
new
measure
is
going
to
contribute
to
this
important
civic
matter.
So
sorry,
you
know
I
don't
so
I
I
respect
all
the
work
you
guys
have
done,
but
this
is
just
a
public
comment
that
I
would
like
to
speak
to
my
mind.
So
that's
my
concern.
Thank
you.
So
much.
A
AF
Okay,
thank
you
very
much
for
the
opportunity,
and
so
I'm
steve
jam
the
resident
of
the
west
waxboy.
So
let
me
have
my
my
draft.
M
AF
Okay,
so
let's
say,
but
if
you
are
like
a
low,
lame
restaurant
and
every
time
you
go
to
the
low
lane
restaurant
and
you
order
the
bag,
the
salmon
with
green
beans
and
smashed
potato
every
time-
and
you
love
this
dish,
because
every
time
you
get
a
big
chunk
of
salmon
with
a
side
of
green
beans
and
smashed
potato,
however,
yesterday
you
got
only
small
piece
of
salmon,
but
lots
of
green
beans
and
smashed
potatoes.
AF
So
while
you
order
this
dish
without
hesitation,
next
time-
probably
not
likewise,
if
the
mission
to
the
exam
school
is
not
privately
depend
determined
by
the
exam,
this
is
the
mission
policy
will
totally
change
the
example.
Exam
has
been
successfully
used
as
a
primary
criteria
for
exam
score.
The
mission
for
decades
as
our
objective
environment,
exam
exam
score,
is
gaming,
resistant
and
transparent
and
thus
can
prevent
any
manipulation
with
exam
as
primary
factor
for
the
mission,
students
can
control
their
future
by
hierarchy.
AF
AF
We
can
add
other
factors
on
the
top
of
them
to
improve
the
systems,
but
those
factors
couldn't
only
be
supplementary.
For
example,
eighty
percent
says
will
be
assigned
totally
by
academic
performance.
Well,
ten
to
twenty
percent
say
it
will
be
reserved
for
the
students
with
social
economics
at
the
banking
not
first
base.
AF
Do
I
have
time?
No,
your
two
minutes
are
up.
Okay
by
the
way
have
you
ever
thought
about
the
challenge
of
vision
by
immigrant
family
that
english
is
not
their
native
language,
mr
yang,
that's
basically.
P
A
Next,
so
we
know
how
a
mandarin
and
several
cantonese
speakers
I
will
turn
off.
The
interpretation,
icon
and
interpreters
will
be
in
the
main
room
interpreters.
Please
stop
interpreting
and
mute
yourself
for
this
part
of
the
testimony.
M
A
AB
AC
M
AC
So
hello,
my
name
is
kelly.
I
I'm
supporting
that
exam
school
to
have
an
assessment
and
be
able
to
pick
the
top
50
percent
of
the
students
that
has
the
highest
achievement
from
the
assessment
and
the
50
of
the
students
that
has
the
highest
achievement
in
the
gpa
and
that's
the
reason
that
keeps
the
exam
school
as
a
top
school
in
massachusetts.
In
the
past
decades,.
AC
I
would
strongly
oppose
the
lottery
or
zip
code
system.
I
think
the
most
fair
way
to
to
select
students
to
go
to
the
exam
school
is
to
pick
the
highest
achievers
from
the
city
to
go
to
the
exam
school.
AC
Last
year,
there's
a
27
students
were
invited
to
the
exam
school
in
south
bend,
but
I
think,
but
I
still
believe
that
it's
it's
it's
more
fair
to
to
select
a
student
by
assessment.
AC
Sullivan
has
a
has
a
good
acceptance
rate
last
year,
but
I
still
believe
that
we
need
to
reward
the
students
that
are
hardworking
and
lottery
is
not
it's
going
to
suppress
those
hard-working
students
and
and
letting
those
people
who
are
not
hires
achievers
to
get
in
getting
to
the
same
school.
I
V
I
I
I
I
I
I
Thank
you
for
everyone.
I
will
have
a
chance
to
talk
about
the
reform
system.
You
guys
are
proposing.
I
I
S
S
I
I
S
I
It's
not
like
this
group
trying
to
help
those
who
doesn't
even
meet
the
standard
to
get
into
those
school
with
high
standards.
I
So,
in
order
to
really
help
the
children
in
order,
instead
of
really
protecting
them
and
thinking
you're
helping
them,
you
actually
should
encourage
them
to
meet
the
standard
to
be
better
to
to
be
in
the
standard
and
then
to
make
it
to
the
school.
I
I
AB
I
This
is,
this
is
clearly
it's
a
discrimination,
and
this
is
the
area
distribution
unequally.
AB
AB
I
Think
about
this
is
the
boston
lesson
school
lose
its
bigger
standard.
Would
that
be
a
top
school
for
the
boston
lighting,
school
education.
AB
AB
I
AB
I
Z
I
Hi
everyone,
my
name
is
jenny,
I'm
a
parent
of
the
jose
quincy
school.
I
want
to
express
my
disagreement
and
the
post
using
again
simcoe
and
and
the
lottery
for
the
admission
for
the
exam
score.
I
Why
this
is
not
fair,
because
because
students
should
use
exam
school
as
a
pathway,.
AB
AB
I
AB
AB
I
Criteria
to
limit
those
students
who
are
qualified
to
enter
the
exam
school
to
let
them
please
let
them
to
have
a
chance,
a
fair
chance
to
get
into
this
school
by
the
merits
and
the
achievements.
AB
I
To
sum
up,
so
stop
using
a
zip
code
and
lottery
to
you
go
back
to
the
way
supposed
to
be
the
best
way
which
is
using
exam
and
then
the
gpa
to
to
evaluate
a
student
who
who
who's
qualified
to
enter
this
exam
school
is
the
best
way.
Thank.
AG
Kelly,
I'm
a
parent
of
a
bla
student.
My
son
is
in
the
12th
grade
and
he
will
go
to
college
this
four.
So
thank
you
so
much
for
everybody
for
the
meeting
to
work
together
to
work
out
boston
student
for
exam
school.
I
want
to
share
some
of
my
thoughts
about
the
zip
code
reduction
this
year
during
the
pandemic,
and
I
was
shocked
when
I
see
the
data
from
the
zip
code.
Some
area
I
have
one
student-
accept
some
area
have
like
96
student
excel.
So
what
do
you
see
from
the
data?
AG
What
do
you
think
about
that?
Do
you
think
it's
a
fair
for
everybody?
Do
you
fear
for
every
student
where
they
live?
I
believe
the
test
and
the
school
grade
combination
is
the
fairest
game
for
all
the
students,
no
matter
where
you
live,
because
my
son
have
that
erection,
like
my
son,
take
the
test
and
combine
the
school
grade
to
get
in
the
bla.
AG
The
seats
are
limited,
but
everyone
wants
to
be
get
the
pie,
but
I
don't
see
any
fairness
in
this
situation
for
the
zip
code
or
the
lottery.
An
exam
does
not
judge
what
color
of
a
skin.
You
have
what
what
income
level
you
have
where
you
live,
but
the
z
code
doesn't
exam,
can
evaluate
students.
Academic
level
can
get
into
the
school,
but
the
zip
code
cannot,
if
you're,
not
doing
well
at
school.
That's,
okay,
but
you
can
still
do
the.
AG
You
can
still
come
by
your
school
grade
to
average.
Your
grade
to
get
into
exam
school
zip
codes
are
like
a
simple
to
sell
your
skin
your
income
and
where
do
you
live?
This
is
not
fair.
Please
let
the
student
fight
for
their
own
seats
with
the
test
and
the
school
grade
with
the
academic
level.
Competition
is
the
power
to
let
students
achieve
their
dream
and
they
can
have
a
target
what
they
want
to
be.
AG
I
A
I
don't
think
we
have
anyone
with
that
name.
Okay,
so
I
will
now
activate
that
that
ends
our
speakers
with
who
needed
interpretations.
I
would
activate
the
interpretation,
icon
and
all
interpreters
will
be
sent
to
your
channels
and
you
can
start
interpreting
again.
Ms
sullivan.
That
concludes
our
speakers
for
public
comment.
Thank
you.
Wonderful.
P
Thank
you.
I
will
entertain
a
motion
to
adjourn.
Go
move.
That's
mr
kreger!
Is
there
a
second
second
dot
your
tongue.