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From YouTube: Exam School Admissions Task Force Meeting 3-30-21
Description
Exam School Admissions Task Force Meeting 3-30-21
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After
I
finish
introducing
the
interpreters,
we
will
activate
the
interpretation
icon
the
globe
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference,
beginning
with
our
stat.
Our
spanish
interpreter
is
randolph
dominguez.
Will
you
please
invite
our
spanish-speaking
audience
to
switch
their
zoom
channel
in
spanish.
C
A
A
D
A
A
F
I
J
J
A
L
L
A
A
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen.
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
so
as
to
assist
our
interpreters,
we'll
move
on
now
to
the
approval
of
the
minutes
from
the
march
23rd
2021
meeting
at
this
time.
I
would
like
to
entertain
a
motion
to
approve
the
minutes
as
presented.
A
B
A
A
M
As
a
group
as
a
task
force,
we've
heard
from
sean
corcoran
of
vanderbilt
university
to
lay
out
a
number
of
the
factors
that
he's
looked
at
and
we
could
not
be
in
better
hands
than
those
of
richard
kallenberg
and
michelle
burris
to
help
us
really
understand
how
these
models
have
played
out
in
chicago
are
playing
out
in
charlotte
in
new
york
city
and
across
the
country.
Richard
kallenberg
is
the
director
of
k-12
equity
and
the
senior
fellow
at
the
century
foundation.
M
He
is
the
author
or
editor
of
17
books
and
has
been
called
the
intellectual
father
of
the
economic
integration
movement
in
k-12
schooling.
I've
had
the
pleasure
of
reading
a
number
of
those
starting
with
all
together
now
and
I'm
quite
confident
that
his
experiences
in
guiding
chicago
and
charlotte
and
other
cities
in
addressing
the
notions
of
socioeconomic
school
integration
will
have
a
profound
impact
on
our
understanding
of
what
we
can
apply
for
our
city
of
boston.
M
Similarly,
michelle
burris
is
senior
policy
associate
at
the
century
foundation
and
she
focuses
on
the
racial
and
socio-economic
integration
in
pre-k-12
settings.
Prior
to
joining
the
century
foundation.
Michelle
was
a
teacher
at
truman,
high
school
in
new
york
city
working
with
african
immigrant
students.
M
We've
met
michelle
from
her
work
with
students,
parents
and
alumni
of
hunter
college
high
school
in
new
york
and
her
efforts
to
support
their
conversations
with
students
and
parents
and
educators
from
across
the
country
on
these
issues,
including
here
in
boston.
It
is
a
great
pleasure
to
have
you
both
here
to
help
us
understand
the
models
at
play
in
other
parts
of
the
country,
their
impact
on
racial,
socio-economic
and
neighborhood
diversity
in
selective
admissions
schools,
and
what
the
lessons
that
you've
learned
from
these
experiences
that
could
guide
and
inform
our
work
here.
A
O
Thank
you
so
much
mike
and
good
evening,
everyone.
It
is
a
pleasure
to
be
here
with
you
and
a
pleasure
to
be
joining.
I
will
now
ask
lena
to
please
share
the
slides,
and
I
will
briefly
speak
with
you
about
a
youth
summit.
The
century
foundation
recently
hosted
with
hunter
college
high
school
in
new
york
city.
O
O
On
february
25th,
we
had
86
attendees
of
youth
activists
from
across
the
country,
including
students
in
boston,
new
york,
city,
chicago
san
francisco,
and
in
washington
dc.
We
were
also
honored
to
have
your
co-chair
and
naacp
chapter
president,
mrs
tanisha
sullivan,
provide
extraordinary
remarks
on
the
importance
of
race,
conscious
policies
and
education
next
slide.
O
O
Ultimately,
the
purpose
of
our
youth
summit
was
to
learn
about
what
other
schools
are
doing
across
the
country
to
reform
their
emission
structures,
particularly
the
role
of
youth
and
how
we
can
form
a
coalition
with
the
vitamin
administration
next
slide.
Please
hunter
college
high
school
in
new
york
similarly
presented
on
the
demographics,
particularly
the
percentage
of
pest
takers
and
those
who
are
admitted
to
hunting
college
high
school
in
comparison
to
the
overall
demographics
of
students
in
new
york
city.
O
We
also
had
representation
from
thomas
jefferson,
high
school
and
richmond
virginia,
which
is
one
of
the
governor's
schools.
The
student
representatives,
particularly
the
thomas
jefferson
alumni
action
group,
presented
on
the
demographics
of
students
where
they
found
that
black
and
latinx
students
are
wildly
underrepresented,
as
well
as
economically
disadvantaged
students.
O
However,
recently
the
fairfax
county
school
board
in
december
of
last
year
adopted
a
holistic
review
process
for
their
admission
to
ensure
a
more
diverse
pool
and
the
students
who
are
admitted
this
included
the
cancellation
of
the
admissions
test
and
also
the
cancellation
of
the
application
fees.
Thomas
jefferson
will
also
consider
more
socioeconomic
taxes,
including
students
with
disabilities,
multilingual
learners,
economically
disadvantaged
students
and
students
who
attend
middle
school,
where
thomas
jefferson
has
widely
underrepresented
students.
O
The
thomas
jefferson
alumni
action
group
looks
forward
to
seeing
which
diverse
pool
will
be
more
if
the
if
the
pool
will
be
more
diverse
and
made
up
of
students
of
more
racial
and
socio-economic
backgrounds.
The
thomas
jefferson
alumni
action
group
has
also
engaged
with
the
media.
We
were
very
fortunate
to
have
representation
from
the
washington
post
and
education,
utopia,
a
national
media
organization
and
attendance
at
our
youth
summit,
and
we
were
able
to
speak
with
them
about
our
efforts
next
slide.
Please.
O
In
regards
to
key
lessons
and
take
away
the
youth
summit
reinforced
that
student
voices
matter
as
the
grassroots
state
and
federal
levels
in
order
to
champion
efforts
for
integration
activism,
particularly
among
youth,
the
students
of
color
at
hunter
college
high
school,
experienced
racial
microaggressions,
racial
microaggressions
and
racial
hostility.
My
apologies,
I
will
slow
down
some
students
recall
the
n-word
and
they
experienced
a
lack
of
support
among
students
and
administrators.
O
O
O
Much
of
the
feedback
that
came
from
the
integration
and
the
youth
activist
summit
was
that
we
do
not
want
to
work
in
silos.
Many
attendees
were
in
relief
that
we
are
not
working
in
filos
and
that
many
people
care
about
this
work.
We
had
students
speak
about
the
racial
hostilities
that
they
experienced
at
school.
O
O
O
Our
next
steps
are
to
continue
forming
coalitions
with
the
biden
administration
and
to
ultimately
ensure
that
our
schools
are
more
diverse,
racially
and
socioeconomically,
and
that
they
reflect
the
diversity
of
the
communities
that
we
serve
them.
I
would
like
to
thank
all
of
you
for
your
valuable
time
and
participation,
and
I
will
now
pass
it
to
my
colleague
rick,
so
we'll
present
more
on
his
experiences
in
chicago.
P
I
had
some
friends
at
hunter
college
high
school
who
asked
me
to
if
the
century
foundation
wanted
to
get
involved
in
a
youth
summit-
and
I
said
I
know
exactly
who
can
pull
this
off
brilliantly
michelle
burris
and
she
did,
and
it
was
wonderful
to
see
people
from
students
from
across
the
country
grappling
with
the
very
same
issues
that
that
you're
you're
dealing
with
and
trying
to
forge
a
better
path
for
for
students.
So
I
also
have
some
slides
and
lina.
P
P
It's
an
issue
that
the
lack
of
diversity
is
something
that
has
been
sustained
in
many
cases
for
decades
at
selective
high
schools
and
the
fact
that
that
you
all
are
are
grabbing.
This
issue
by
the
horns
is
is
so
heartening,
as
is
the
action
of
students
and
administrators
throughout
the
throughout
the
country,
so
my
wife
is
from
new
york
and
she
always
complains
that
I
speak
too
slowly
so
so
maybe
this
will
be
the
one
time
when
it'll
it
will
work
in
my
favor.
P
P
They
wanted
to
preserve
the
the
benefits
of
diversity,
of
racial
and
economic
diversity
in
the
chicago
selective
schools,
and
so
they
asked
me
to
help
them
devise
a
system
that
would
would
be
legal
and
also
ensure
that
the
schools
were
were
diverse
and
and
of
high
quality,
so
the
chicago
officials,
I
worked
with
really
had
two
goals
that
I
completely
agreed
with.
One
is
that
we
wanted
to
provide
all
students
with
the
benefits
of
a
diverse
learning
environment
and
given
some
evidence
from
other
school
districts
and
their
selective
schools.
P
P
There's
one
study
that
found
that
the
number
one
reason
that
people
are
fired
in
the
employment
setting
is
not
that
they're
incompetent,
it's
that
they
can't
get
along
with
other
people
and
often
that
has
to
do
with
an
inability
to
get
along
with
people
of
of
different
ethnic,
racial
or
economic
backgrounds,
and
so
that
was
this
is
backed
up
by
lots
of
of
research.
But
it
was
also
an
important
message
for
the
broader
chicago
community
to
to
hear
next
slide.
Please.
P
In
addition,
there
are
some
political
constraints
to
using
race
in
explicitly
in
admissions
and
chicago
officials
recognized.
There
would
be
broader
public
support
for
using
socioeconomic
status
as
a
factor,
but
at
the
same
time,
chicago
deeply
valued
racial
diversity
as
as
to
all
of
us,
and
wanted
to
recognize
that
certain
socioeconomic
factors
have
are
particularly
strongly
correlated
with
race,
and
so
I'm
giving
one
example
here
that
there
is
a
connection
between
family
income
and
race.
P
P
Okay,
okay,
I'll
keep
it
at
this
pace,
then
so
in
chicago.
The
academic
criteria
that
have
been
considered
for
many
years
include
three
parts
and
equally
weighted.
This
performance
on
state
test
scores
hi
the
the
grades
that
a
student
achieves
in
school
and
then
performance
on
a
special
admissions
exam.
P
So
30
of
students
are
admitted
on
the
strict
academic
criteria
and
then
70
percent
of
students
are
admitted
within
their
socioeconomic
tier,
so
chicago
divides
itself
into
four
socio-economic
tiers
by
census.
Tract
and
I'll
I'll
show
you
a
map
in
a
minute,
and
the
idea
was
that
the
70
percent
of
seats
would
be
allocated
equally
between
the
four
socio-economic
tiers,
so
in
essence,
17.5
percent
of
seats
to
each
of
four
socioeconomic
tiers.
P
P
I'm
sorry
homeschool
performance
the
school
that
where
they
would
have
been
assigned,
whether
or
not
they
attended
that
school,
so
this
is
is
meant
to
you
know.
Each
of
these
factors
has,
behind
it
academic
research,
suggesting
that
if
one
faces
an
obstacle
in
this
arena,
let's
say
low
parental
income,
then
it's
especially
impressive.
P
If
the
student
achieves
fairly
well
on
academic
criteria,
given
that
we
know
on
average
it's
an
obstacle,
so
that
was
the
logic
behind
behind
those
criteria.
Next
slide,
please.
This
gives
you
a
visual
sense
of
of
how
this
works
in
chicago
the
green
census.
Tracts
are
the
wealthiest
of
the
four
the
the
the
they're
they're
tier
four
in
the
chicago
nomenclature
and
the
red
are
the
lowest
income
or
the
most
disadvantaged
areas,
tier
one,
and
then
you
have
tier
two
and
three
in
the
middle
next
slide.
P
Q
P
P
One
downside
to
using
census
data
is
that
you
can
have
outliers
so
a
wealthy
family
that
lives
in
a
higher
poverty.
Neighborhood
and
charlotte
wanted
to
recognize
that
by
instituting
a
system
that
asks
parents
to
report
their
education
level
and
parental
income
within
within
bands,
not
their
precise
income
but
within
ranges-
and
so
that's
a
supplement
to
the
to
the
census
data
next
slide.
Please
so
here
are
some
results,
and
this
this
is
from
a
report
that
the
brookings
institution
did
in
2019.
P
It
may
be
a
little
bit
difficult
to
read,
but
they
were
looking
at
exam
schools
throughout
the
country
and
seeing
how
close
the
racial
and
economic
representation
was
to
the
general
population,
and
you
can
see
that
there
are
are
gaps
in
in
certain
communities
and
including
boston,
but
that
in
chicago
for
the
most
part,
those
gaps
are
are
smaller,
so
white
representation,
black
representation
asian
representation
is
fairly
close.
At
the
there
are
11
exam
schools
in
chicago
compared
with
the
general
public
school
population.
P
P
P
Then
there's
the
question
of
economic
representation
and
again
you
can
see
that
there
are
our
gaps
where
low-income
students
are
under-represented
at
the
selective
high
schools
in
most
cities
in
chicago
the
map
is
smaller
than
in
other
cities,
and
you
can
see
in
boston.
It's
it's
a
fairly
fairly
large
gap.
Next
slide.
P
Please,
because
chicago
has
11
selected,
enrollment
schools
and
boston
only
has
three.
I
thought.
I'd
also
share
the
data
for
one
particular
school
whitney
young
high
school,
which
is
considered
among
the
very
strongest
academically
strongest
in
chicago
there
in
it
at
whitney
young.
You
have
a
a
beautiful
array
of
racial,
ethnic
and
economic
diversity.
P
But
I
I
wanted
to
I
wanted
to
highlight
whitney
young,
because
my
rough
sense
is
that
it
is,
is
comparable
to
to
your
you
know:
boston's
most
selective
high
schools
in
terms
of
academic
reputation,
whereas
I
want
to
acknowledge
that
some
of
the
11
in
chicago
are
may
not
be
considered
as
strong
they're
they're,
all
excellent
schools,
but
here's
an
example.
That
is,
I
think,
particularly
relevant
to
to
boston
next
slide.
Please.
P
I
P
P
R
P
Sure
so
let
me
distinguish
between
chicago
and
charlotte,
chicago
still,
equally
weights,
those
those
six
factors,
but
when,
when
charlotte
was
seeking
to
to
borrow
and
and
learn
from
chicago,
they
put
their
own
twist
on
on
the
program
and
and
increase
the
weight
for
education.
So
it's
it's
two
different
systems.
P
M
M
P
I
I
think
there
are.
There
are
trade-offs
involved
in
these
two
systems
and
I
think
there
are
advantages
and
disadvantages
to
both
the
advantage
to
considering
individual
level
information
about
families.
Is
that
the?
If
we're
trying
to
identify
talent
obstacles
overcome,
then
the
research
literature
would
suggest
neighborhood
matters,
but
family
matters
as
well,
so
in
an
ideal
world,
I
think
one
would
always
want
both
sets
of
factors
to
come
into
play
chicago
resisted
using
individual
family
data
in
part
because
they
were
concerned
about
reliability.
P
P
A
A
P
F
P
Are
reputational
factors
at
play
and
some
schools
are
considered
stronger
than
others,
and
so
students
will
will
apply
to
more
than
more
than
one?
I
don't
know
if
there
are
limit
on
on
the
number
in
terms
of
researching
this.
The
stress
involved-
I
I
don't
know
of
anything,
that's
been
been
done,
I
mean,
I
know.
P
T
P
P
You
wouldn't
want
to
be
in
a
position
where
you
reverse
engineer,
a
specific
racial
result
that
could
get
you
into
legal
trouble,
but
but
I
think
it's
reasonable
to
try
different,
try,
different
options
and
and
see
see
how
they
they
work
out
in
terms
of
the
academic
research,
I
think
that
you'd
have
a
strong
case
for
weighting
the
two
family
data
and
the
census
data
neighborhood
data.
Equally,
if
you
felt
like
the
the
data,
were
reliable.
N
N
Many
of
us
greatly
appreciated
the
opportunity
to
share
our
work
here
in
the
city
and
and
to
also
learn
from
students
from
across
the
country
what
they're
doing
as
it
relates
to
selective
school
admissions,
and
so
thank
you
so
much
for
extending
that
invitation
to
us
previously,
but
thank
you
both
very
much
for
being
with
us
tonight.
Your
contribution
will
certainly
help
to
inform
the
work
that
lies
ahead
for
us.
So
thank
you.
B
Thank
you
very
much.
We
have
12
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
I
will
let
you
know
when
you
have
20
seconds
left.
Those
who
require
language
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
raise
your
hand
virtually
and
zoom.
Also,
please
make
sure
you're
signed
in
to
zoom
with
the
same
name.
B
U
U
U
The
city
should
be
pouring
resources
into
all
of
the
public
schools,
especially
in
the
early
grades
of
elementary
school,
in
order
to
prepare
the
students
for
academic
success
and
entrance
into
exam
schools
if
they
chose
to
apply
the
map
test
that
was
proposed
for
the
exam
school
admission
is
unbiased
and
should
remain
an
untimed
test
so
that
all
students
approach
the
test
in
the
same
manner.
That
does
away
with
the
inequities
of
some
students
taking
the
test
time
and
some
taking
it
untimed
throughout
the
city.
U
Secondly,
students
should
be
allowed
to
take
the
map
test
on
more
than
one
occasion,
just
as
is
done
for
the
sat
exam
for
college
entrance.
The
opportunity
to
take
the
test
more
than
once
gives
families
the
opportunity
to
reassess
their
children's
strengths
and
areas
of
academic
challenge,
so
they
can
seek
out
support,
tutoring
and
interventions
if
necessary.
N
V
Good
evening
and
thank
you
paraphrasing
h.l
minkin
quote
for
every
complex
problem.
There
is
a
simple
answer
and
it
is
wrong.
End
of
quote
white
supremacy
is
the
complex
problem.
The
answer
is
in
the
history,
the
history
of
anti-black
policies
and
bps
that
goes
back
to
enslavement
and
was
re-rooted
in
desegregation
during
the
1970s
that
resulted
in
white
flight
for
white
students
who
remained
in
boston,
awc
was
designed,
awc
is
really
cold
for
all
white
classes
and
a
theater
for
the
exam
schools,
most
especially
boston.
V
Latin
school
admissions
continues
to
use
false
and
rigged
systems
of
meritocracy,
anti-black
gatekeeping
policies,
as
well
as
social,
cultural,
political
and
economic
systems
that
work
against
black
students.
Tony
morrison
said,
quote
the
function.
The
very
serious
function
of
racism
is
distraction.
It
keeps
you
from
doing
your
work
end
of
quote
my
point
is
you
cannot
fix
a
system
rooted
in
anti-blackness
that
rejects
the
academic
gifts
and
talents
of
black
students,
former
bps
superintendent,
dr
tommy
chang,
recognized
this.
He
had
the
courage
to
expose
challenge,
disrupt
and
dismantle
parts
of
the
system.
V
He
was
giving
a
one-way
ticket
for
his
solution.
Why?
Because
he
refused
to
bow
down
to
the
political
pressure
and
uphold
a
system
that
made
white
people
comfortable,
because
that
appealed
to
their
white
privilege,
while
denying
black
children
the
education
to
which
they
entitled
and,
at
the
same
time,
blamed
students
in
castigated
black
students
as
unworthy.
V
If
bps
is
serious
about
change,
it
will
examine
bps
superintendent,
dr
chang's
model,
because
it
can
be
applied
to
the
exam
schools.
Black
citizens
should
not
have
to
pay
taxes
that
are
used
to
discriminate
against
their
own
children.
Lastly,
in
the
words
of
james
baldwin,
quote,
you
always
told
me:
it
takes
time
you've
taken
my
father's
time,
my
mother's
time,
my
uncle's
time,
my
brother
and
sister's
time,
my
nieces
and
nephews
time.
How
much
time
do
you
need
for
your
progress?
W
Sure,
good
evening
my
name
is
harneen
chernow,
I'm
a
white
parent
living
in
jamaica,
plain
with
two
kids
who
have
attended
bps
since
kindergarten
and
am
currently
enrolled
at
bla.
I'm
speaking
today
in
favor
of
this
committee's
work
to
change
the
criteria
for
admission
to
the
exam
schools.
What
you
are
doing
is
hard
and
complicated,
but
it
is
absolutely
necessary
if
we,
as
a
community,
have
any
chance
of
building
an
equitable
school
system.
We
need
an
admissions
policy
that
helps
to
level
the
playing
field
for
those
who
have
historically
been
at
a
disadvantage.
W
The
status
quo
is
not
an
option
like
many
parents.
I
assume
my
kids
would
strive
for
a
seat
at
bls
because
that
was
presented
to
us,
as
quote
the
best
bps
had
to
offer
after
visiting
bls.
However,
we
weren't
so
sure.
Yes,
the
school
has
an
embarrassment
of
riches,
but
both
of
my
kids
ultimately
chose
not
to
pursue
bls
because,
as
they
said,
it
did
not
feel
like
a
boston
public
school.
They
both
noted
the
lack
of
diversity
which,
as
bps
students
was
not
what
they
were
used
to.
W
We
happily
chose
bla
and
have
benefited
from
an
incredible,
diverse
learning
environment,
yet
even
having
that
option
to
make
that
choice
shows
how
much
my
family
has
benefited
from
an
admissions
process
that
has
disproportionately
rewarded
applicants
from
certain
neighborhoods
and
backgrounds
and
while,
as
a
parent
activist,
I
have
worked
for
a
more
equitable
school
assignment
system
at
the
end
of
entry
kindergarten
level.
I
recognize
that
my
own
privilege
has
limited
my
sense
of
what
is
possible
in
terms
of
a
redo
of
exam
schools
in
the
admissions
model.
W
The
work
of
this
committee
is
challenging
all
of
us
to
expand
our
vision
of
what's
right
and
it
is
long
overdue.
We
live
in
a
time
where
public
education
is
viewed
as
a
private
good,
where,
instead
of
pushing
for
a
system
that
distributes
funding
and
resources
in
a
way
that
benefits
all
students,
we
have
our
own
race
to
the
top
going
on
with
parents
in
the
know,
working
to
get
the
best
for
their
own
kids,
usually
at
the
expense
of
others
who
come
to
the
table
with
much
less
exams.
W
The
exam
school
admissions
policy
reflects
that
mindset,
families
with
resources
and
knowledge
about
how
it
all
works,
access
or
purchase
additional
supports
to
prepare
their
child
for
the
exam
research
shows
that
entrance
exams
mcas
standardized
tests,
all
of
them
are
aligned
with
one's
socioeconomic
status
on
the
whole,
the
wealthier
you
are,
the
better
you
will
do.
I
support
your
efforts
to
create
a
policy
that
allows
kids
from
all
neighborhoods
and
backgrounds
to
have
a
more
equal
access
to
seats
of
these
schools.
I
thank
you
for
your
leadership
in
seeking
to
write
this
long
term
wrong.
W
X
Hello,
can
you
hear
me
now
we
can
hear
you.
Thank
you
oh
great.
Thank
you.
So
my
name
is
yufan
rong.
I
live
in
west
raspberry
and
I'm
a
dos
parent
first.
I
would
like
to
thank
all
task
force
members
for
your
time
and
hard
work
devoted
to
improving
the
exam's
admission
policy.
So
miss
solomon
mentioned
several
times
that
you
will
look
at
data
data
show
that
two
of
boston
exam
schools
are
quite
diversified,
but
boston.
Latin
school
lacks
diversity.
X
X
I
understand
that
private
schools
may
not
take
amcas
so
last
year,
superintendent
cassidy's
and
her
team
identified
nwea
to
provide
mac
tests
for
exam
squad
mission.
Map
test
is
similar
to
empaths
in
many
ways.
So
I
suggest
that
you
listen
to
experts,
make
the
math
test
accessible
to
all
the
students,
provide
more
guidance
and
tutoring
to
the
economically
disabled,
disadvantaged
kids
and
then
use
their
test
scores
to
get
them
accepted
to
exam
schools.
X
Most
importantly,
the
harvard
study
pointed
out
quote
to
make
even
greater
progress,
likely
repair,
substantial
efforts
by
bps
to
close
racial
achievement,
gaps
that
appear
prior
to
example,
school
applications
and
code.
So
I
hope
when
you
look
at
boston,
exam
schools,
you
can
see
and
tackle
the
root
problem.
It
is
a
pipeline
that
needs
to
be
fixed.
It's
not
a
secret
that
most
of
us
in
public
schools
sure
thank
you.
So,
okay,
I
will
skip
to
the
last
point.
Sochi.
X
X
We
further
divided
that
so
one
of
the
great
points
in
mr
hallenberg's
presentation
is
that
chicago
has
11
selective
high
schools,
but
boston
only
has
three
so
actually,
last
year
at
the
very
beginning,
I
sent
an
email
to
superintendent.
Other
people
comments.
I
said
why
don't
we
add
more
selective
schools
to
accommodate
more
students
if
more
kids
can
handle
the
rigorous
curriculum?
B
Y
Hi,
thank
you
everyone.
So
my
name
is
eric
she.
So
I
was
driving
a
hype
to
pro
world,
so
I'm
not
prepared
for
this
talk,
but
I
just
want
to
say
two
things
right
and
my
son
is
a
basketball
basketball
player.
He
loves
basketball,
he's
tall
and
then,
but
not
that
tall.
But
the
point
is
that
his
dream
is
to
become
an
nba
player
right,
but
he
asked
me
that
many
times
can
I
be
a
nba
player.
Y
I
said
well,
this
might
might
be
very
hard
unless
we
have
a
quota
right.
You
got
my
point
second
and,
and
I
I'm
an
american
city
now,
but
I
grew
up
in
china
actually
in
china.
For
the
college
students
there
is
a
the
court.
At
least
you
know
at
the
time
and
for
considering
release,
because
there
are
a
lot
of
minorities
in
china
and
also
economic
conditions,
because
in
some
poor
area
right
so
student
had
you
know,
didn't,
have
access
to
a
pretty
good
school
system
just
like
here.
Y
So
so
I
see
there's
a
lot
of
advantage
right.
That's
I
support
the
change,
but
not
these
teens.
This
change
is
too
dramatic
right.
So
what
I
can
tell
you
one
thing
in
my
class
when
I
was
in
college
right
and
then
people
are
students
from
all
over
the
country
and
immediately
just
after
one
exam.
We
realized
who
came
from
where,
because
the
student
from
some
poor
area
right
do
you
know
they
came
up,
they
could
get
in
due
to
the
quota
and
just
you
know
just
not:
they
cannot
catch
up.
Y
Y
Z
Hello,
can
you
hear
me
we
can
hear
you.
Thank
you
good
good
evening,
so
my
name
is
lichi
and
I
have
two
children
in
boston,
public
schools.
One
is
the
sixth
grader
and
the
other
one
is
a
third
grader.
So
I
would
like
to
make
an
objection
to
some
of
the
proposed
changes
from
the
boston
exam
school
admission
policy.
Z
First
of
all,
gpa
grades
vary
between
schools,
classes
and
areas
which
makes
it
unfair
to
some
students.
Some
schools
tend
to
give
higher
gpa
than
other
schools.
Also,
some
awc
programs
have
more
advanced
curriculums.
Although
students
have
the
same
gpa
as
other
school
students,
they
are
more
advanced
in
curriculum
achievement.
Z
How
would
you
make
sure
that
the
gpa
for
students
is
fair,
since
some
schools
or
classes
might
give
their
students
higher
gpa
than
other
schools
or
classes?
Secondly,
the
idea
of
considering
applicant
applicants
by
difficult
it's
discriminatory
measure.
Schools
exist
to
serve
the
students
of
the
entire
city,
not
to
give
preferences
to
students
from
some
neighborhoods
over
others.
Z
B
Z
B
AA
AA
AA
AA
They
also
show
that
black
and
latinx
students,
with
the
same
mcas
course
obtain
lower
ise
scores,
and
this
is
presumably
because
the
math
section
of
ise
deals
with
questions
which
are
have
not
yet
been
taught
in
these
grades
and
well.
Our
students
can
be
taught
these
concepts
through
private
tutoring.
AA
I
would
urge
you
to
not
to
try
in
to
increase
diversity
by
diluting
the
admission
criteria.
Do
not
use
a
system
of
tires
to
admit
different
demographic
groups.
20
seconds
oh,
come
on
all
right.
I
can
so
I've
looked
at
the
studies
and
if
you
I
dilute
the
admission
criteria
and
have
a
tired
admission,
the
students
who
make
into
exam
schools
will
do
worse
than
the
students
who
do
not.
They
have
worse
academic
outcomes.
AA
So
if
you
want
solutions,
it's
a
series
of
simple
steps:
use
an
appropriate
standardized
test,
get
rid
of
gps
as
a
metric
for
admission.
It
is
subjective
and
very
easy
to
gain,
provide
funding
for
additional
tutoring
and
didactic.
Activities
for
schools
that
are
low
performing,
do
not
dilute
academic
expectations
from
economically
disadvantaged
children.
Do
not
perpetuate
the
soft
racism
of
low
expectations.
AA
I
would
argue
for
standardized
tests,
people
who
disparage
standardized
tests
do
not
understand
the
function
that
these
tests
serve.
Any
student
who
works
on
improving
verbal
reasoning
and
mathematical
skills
will
do
well
in
standardized
tests.
These
tests
are
not
designed
to
unearth
extraordinary
abilities.
Standardized
exams
are
designed
to
identify
two
attributes,
hard
work
and
cognitive
ability.
AA
Those
very
attributes
determine
success
in
life.
The
same
rules
that
apply
to
sports
applies
to
learning
abilities,
are
acquired
and
strengthened
through
repetitive
practice.
Hard
work
and
perseverance
can
make
anyone
good
at
test.
Taking
hard
work
and
perseverance
can
make
anyone
knowledgeable
and
intelligent
exams
are
fair
exams,
adjust
exams
level,
the
playing
field?
B
B
G
B
B
S
S
G
S
S
G
N
G
B
N
T
I
suppose
I
have
two
things
so
first
to
mr
contemposis's
question
earlier
about
the
impact
on
students,
emotions
and
stress
that
the
exam
school
process
has.
While
I
was
doing
work
this
this
previous
summer,
I
did
interview
a
a
professor
at
loyola
university.
I
believe
who
had
done
research
with
students
in
chicago
about
the
impact,
their
the
emotional
impact
that
the
selective
schools
had.
So,
if
it's
appropriate
and
of
interest
to
this
this
task
force,
then
I
could
try
to
put
us
in
touch
with
her.
T
O
N
T
Great
okay
and
then,
secondly,
something
I've
noticed
is
that
a
lot
of
our
participants
in
public
comments
are
our
parents,
which
is
wonderful,
and
I
love
hearing
from
parents,
but
I
do.
I
do
also
recognize
that
this
is
an
issue
that
a
lot
of
students
feel
strongly
about,
and
we
have
unfortunately
not
heard
from
many
students,
and
I
wonder
if
it
would
be
permissible
and
appropriate
for
me
to
try
to
organize.