►
From YouTube: Exam School Admissions Task Force Meeting 5-21-21
Description
Exam School Admissions Task Force Meeting 5-21-21
B
C
A
B
B
Live
simultaneous
interpretation
this
evening
in
spanish,
haitian
creole,
cape
verdean,
portuguese,
cantonese
mandarin,
vietnamese,
somali,
arabic
and
american
sign
language.
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.
B
D
Hello
good
evening,
ladies
and
gentlemen,
good
good
evening,
mr
content
passes.
My
name
is
randall
dominguez
I'll,
be
your
spanish
interpreter.
For
today
now
I
will
be
giving
instructions
to
the
spanish
speaking
audience
in
spanish.
D
B
B
B
H
I
Hello
good
evening,
everyone,
my
name-
is
jamal.
I'm
going
to
be
an
interpreter
for
somali
today.
B
B
J
A
B
K
Can
we
just
clarify
which,
which
date
are
those
minutes.
L
M
B
B
We
now
move
on
to
item
four
we're
honored
this
evening
to
have
with
us,
dr
laurie
shepard
university,
distinguished
professor
from
the
university
of
colorado,
boulder,
to
talk
to
us
about
the
use
of
tests
in
selective
school
admissions
before
I
turn
this
over
to
dr
tong
for
an
introduction.
K
No,
mr
contemposis
no
comments,
however,
just
want
to
extend
my
gratitude
to
our
distinguished
guest
this
this
evening.
Thank
you.
Thank.
N
I
yes,
I'm
pleased
to
introduce
professor
lori
shepard,
besides
being
distinguished
professor
at
use
university
of
colorado,
she's
past
president
of
the
american
educational
research
association
and
past
president
of
the
national
council
on
measurement
and
education.
N
These
two
bodies,
along
with
the
american
psychological
association,
publish
the
standards
for
educational
and
psychological
testing.
The
reason
I
asked
her
to
join
us
this
evening
is
because
of
her
expertise
in
what
makes
a
test
valid
and
fair
for
use
in
selective
school
admissions
and
for
her
uncommon
ability
to
make
that
expertise
understandable
to
the
lay
audience.
Thank
you,
lori
for
sharing
your
time
and
knowledge
with
us.
O
And
you,
you
probably
know
that
good
I
got
the
thumbs
up,
that
you
can
see
it,
but,
interestingly,
I
do
not.
Let
me
turn
it
to
this
slideshow
and
now
I
have
it
that's
better
for
me
to
be
able
to
advance
it.
O
Interestingly,
the
interpretation
words
are
right
on
top
of
my
arrows,
so
it's
going
to
be
interesting
to
see
if
I
can
make
it
work
it's
going
to
work
anyway,
I
got
an
animation
notice,
I'm
grateful
to
be
here
this
evening.
I
hope
that
I
can
speak
appropriately,
I'm
so
impressed
with
the
several
translations
that
you
are
providing,
which
is
part
of
inclusivity.
O
So
congratulations
for
that.
It's
not
working.
O
I'm
I
can't
get
to
the
arrows,
so
oh
excuse
me.
O
The
scroll,
the
scrolling-
oh
yes,
okay!
Thank
you.
Thank
you
very
much,
no
problem,
that's
what
the
hands
were
for.
Thank
you.
So
I
wanted
to
acknowledge
and
I
have
just
eight
slides
so
mostly.
I
think
you
want
to
ask
me
questions,
but
I
wanted
to
give
you
a
couple
of
summary
points
and
then
show
you
some
graphs
that
might
clarify
those
points.
So
I
wanted
to
acknowledge
with
these
first
two
bullets,
the
tensions
that
I
understand
the
task
force.
O
Members
already
fully
understand
that,
because
you're
selecting
students
to
participate
in
rigorous
academic
work,
they
have
to
come
with
the
knowledge
and
skills
that
enable
them
to
participate
fully.
O
Standardized
tests
have
greater
disparate
impact,
meaning
they
show
a
greater
difference
between
groups,
especially
between
white
americans
and
historically
marginalized
african-american
and
latino
students.
Those
differences
are
greater
on
standardized
tests
than
on
other
academic
measures
such
as
grades
in
the
college.
Admissions
grades
are
better
predictors,
meaning
the
correlation
with
subsequent
success
are
higher
and
that's
most
likely
this.
The
last
part
of
this
bullet
is
a
little
bit
speculative.
This
isn't
proven
the
differential
is
well
established.
O
Many
many
courses,
including
some
subjective
teachers,
some
unfair
teachers,
but
the
aggregate
that's
represented
in
grades
is
much
more
cumulative
than
a
one-time
test
performance
and
also-
and
this
is
important
as
to
who
gets
picked
grades-
reflect
effort
in
a
way
that
a
one-time
test
does
not
so,
and
when
I
was
explaining
this
to
roseanne
ahead
of
time,
I
I
was
trying
not
to
use
the
word
lazy
because
that's
sort
of
offensive,
but
it
is
possible
that
students
that
typically
don't
ex
exert
a
lot
of
effort
can
do
well
on
a
test,
a
one-time
test
and
not
necessarily
do
well
on
grades
that
require
sort
of
being
in
it
for
the
long
haul.
O
O
So
with
caution
here
are
some
things
we
can
say
from
that
robust
body
of
research,
high
school
gpa,
so
hsgpa
is
high
school,
gpa
abbreviated
and
sat.
O
This
is
generally
about
the
same
for
the
act,
measure,
academic
preparedness
and
predict
student
success
and
the
criterion
that
is
the
outcome.
Measure
that's
used
in
all
of
those
studies
is
either
freshman
gpa
or
graduation
rates.
Like
the
percent
of
students
in
a
school
who
complete
college,
the
s.a.t
combined
with
high
school
gpa,
improves
prediction
of
college
gpa
by
about
15
percent
and
notice.
It's
in
that
order
that
it's
done
by
institutions
because,
as
I
said
earlier,
grades
are
better
predictors,
so
they
start
with
that
and
then
they
add.
O
Incrementally
the
information
from
the
sat
test
scores
reflect
unequal
high
school
opportunities,
and
this
is
this
is
part
of
your
dilemma
and
your
decision
making
some
of
that
difference
in
opportunity
is
not
immediately
repairable.
So
that's.
Why
advocates
for
tests
or
for
some
strict
selection
criterion
want
to?
They
don't
want
to
say
well
we're
sorry
that
you
didn't
learn
those
things,
because
in
this
situation
we
need
you
to
have
learned
those
things.
So
that's
what
you're
wrestling
with
when
you're
saying.
O
O
O
So
here
is
a
graph
of
a
perfect
correlation
and
I'm
going
to
have
to
explain
the
axes
on
this
graph
because
since
this
never
hurt
happens
in
nature,
it's
never
like.
Never
really
true
that
two
things
are
perfectly
correlated.
This
is
out
of
online
stat
book
and
it
shows
a
straight
line
on
the
diagonal.
O
So
let
me
just
suggest,
then,
that
you
have
to
imagine
that
if
the
x-axis,
that
is
the
horizontal
axis,
were
the
test
score
measuring
from
the
lowest
score
on
the
left
to
the
highest
score
on
the
right,
a
perfect
correlation,
that's
a
correlation
of
one
would
correspond
perfectly
and
all
those
dots
imagine
those
are
examinees
lined
up
and
their
grades,
which
is
the
vertical
y-axis.
O
Their
grades
are
perfectly
predicted
by
their
test
score,
and
this
is
what
sometimes
people
imagine
when
they're,
I
think,
sometimes
overzealous
in
arguing
for
the
test.
So
then
here
is
an
actual.
This
is
older,
sat
data,
but
it
still
shows
you
here
by
adding
up
two
sats
so
that
the
highest
score
is
1600.
O
We
see
on
the
x-axis
this
sum
of
the
two
s-a-t
scores
predicting
freshman,
gpa
and
notice
that
it's
scattered,
they
aren't
perfectly
organized
along
a
single
line,
and
what
that
means
is
that
some
students
with
let's
say
an
cumulative
or
added
score
of
1400,
some
of
them
would
get
a's,
but
some
of
them
would
get
c's,
as
is
illustrated
by
the
vertical
spread
in
this
graph.
O
Use
this
example
further
and
what
I
think
you
have
to
think
about
when
you're
thinking
about
the
possibility
of
a
test
is
to
imagine
this
selection
decision.
So
these
lines
are
imposed.
To
give
the
example
of
someone
that
says:
well,
we
don't
really
want
to
admit
anyone
if
they
can't
earn
at
least
a
b
or
if,
in
this
case,
a
3.0
in
on
the
vertical
axis
at
our
school
and
then,
if
you
draw
that
line
straight
across
and
see
where
it
intersects
the
regression
line,
I'm
not
going
to
give
you
a
lecture
on
regression.
O
O
And
then
this
is
just
leading
up
to
a
further
elaboration
of
this
graph
here,
where
I've
colored
them
in,
so
that
I
can
talk
to
you
about
the
that
you're
making
when
you
use
a
test
for
what
in
the
field,
is
called
strict
top-down
selection.
O
Thinking
back
to
that
perfect
correlation,
if
you
believe
the
test
is
a
perfect
measure
of
merit,
then
you
do
what's
called
top-down
selection.
You
pick
the
first
and
the
second
and
the
third
straight
down
by
test
score
until
you
run
out
of
spaces
in
the
situation
you're
selecting
for
when
you
do
that
with
an
imperfect
predictor,
you
see
what
happens
in
this
graph.
O
O
What
gif
statistics
do
is
to
flag
items
after
we've
said
the
group
difference.
Is
this
amount?
The
average
group
difference
is
this
much
on
this
test
using
total
score
as
the
criterion
and
then
what
these
statistics
do
is
flag.
Any
items
that
have
bigger
differences
bigger
than
this
agreed
upon
amount
as
specified
by
the
total
score.
O
So
it's
you
shouldn't
think
that,
because
the
test
makers
do
the
responsible
thing
which
is
screen
as
a
flag
for
any
crazy
items,
like
remember
the
old
polo
examples
on
the
s.a.t
a
long
time
ago,
but
it
doesn't
take
care
of
other
issues
of
bias.
O
That
means
you
cannot
measure
well
the
things
in
your
state's
curriculum
frameworks
having
to
do
with
things
like
mathematical,
modeling,
argumentation,
etc.
So,
if
you're
going
to
consider
a
test,
I
would
argue
that
grades
are
better
than
tests,
but
if
you're
going
to
choose
a
test,
consider
whether
the
mcas
isn't
the
better
test.
O
Okay,
let
me
bail
out
of
this
so
that
you
can
ask.
K
Great,
thank
you
so
much.
I
see
mr
acevedo.
J
Mr
shepherd,
thank
you.
I
think
you
may
have
addressed
this
in
your
presentation
and
something
that
you
said
near
the
opening
of
your
presentation
and
just
now,
at
the
end
kind
of
these
sort
of
twin
concerns.
You
you
opened
it
by
sort
of
you.
It
gave
a
some.
I
heard
a
comment
about.
Yes,
different
institutions
may
grade
people
differently,
but
they
average
out
and
and
then
at
the
end,
you
recommended
the
mcas
as
a
measure.
J
So
I
think
the
challenge
here
is
having
a
some
way
to
fairly
assess
all
stu.
You
know:
students
from
private
schools,
students
who
are
home
schooled
students
from
charter
schools
and
students
from
a
an
impressive
variety
of
schools,
even
within
the
boston
public
schools,
different
district,
whose
grading
system,
even
their
grading
schemes,
can
be
a
mind-modeling
montage.
J
How
is
that
more
fair
than
not
having
some
method
where
we
can?
You
know,
give
the
upper
students,
yes
an
opportunity
to
yes
share
their
grades,
but
also
find
a
level
playing
field,
so
to
speak,
for
all
students
to
to
communicate
their
readiness
for
exam
school
work,
and
that's
actually
one
of
the
challenges
of
mcas.
I
mean
we.
It
crossed
our
minds
during
the
working
group,
perhaps
to
even
to
use
the
mcas
as
a
measure.
J
The
problem
with
that
is
mcas
in
the
com
in
the
commonwealth
of
massachusetts
is
only
administered
to
schools
in
you
know
that
are
part
of
the
public
school
system,
so
that's
they're
not
administered
to
private
schools
and
other
schools
outside
of
the
system,
so
they
wouldn't
have
access
to
that.
So,
if
that's
not
the
measure,
then
what
are
our
options.
O
Well,
let
me
try
to
think
about
this.
The
way
the
regents
of
colorado
or
the
regions
in
at
the
university
of
california
have
thought
about
it,
and
for
some
of
the
reasons
and
the
tensions
that
I
laid
out
for
you,
both
california
and
colorado,
and
in
fact
quite
a
number
of
other
major
universities
nationally
have
gone
to
a
test
score
optional,
because
if
the
only
thing
that
is
uniform
is
not
very
good,
you're
you're
really
to
get
sameness,
you're
making
a
sacrifice.
O
So
I
want
to
characterize
it
for
you
as
a
dilemma
so,
and
one
example
is
that
universities
are
aware
that
the
more
they've
moved
away
from
tests,
the
more
there's
been
pressure
on
great
inflation,
so
they've
gone
to
a
combination
of
gpa
and
rank
in
class.
O
So
you
could
consider,
for
example,
that
you're
proficient
you're
proficient
in
your
state
is
meets
expectation
and
my
understanding,
because
I
did
do
a
little
a
little
bit
of
homework
beforehand.
My
understanding
is
that
meets
expectation
is
analogous
to
proficient
in
other
states.
So
it's
not
a
low
level.
O
It's
it's
two!
It's
at
the
level
of
academic
work
that
we
expect
at
grades,
so
you
could
consider
your
mcas
proficient.
O
O
I
and
I
I
think
it's
right
for
me
to
leave
it
for
you
as
a
dilemma.
This
is
what
you're
facing
and
I'm
not
going
to
give
you
a
pat
answer.
Oh
easy.
K
Dr
shepard,
thank
you.
I
wanted
to
just
follow
up
with
follow
up
on
that
question.
Is
there
any
research
that
supports
the
notion
that
assessments
create
a
level
playing
field
for.
O
There
was
a
lot
of
belief
that
if
we
could
make
and
I'm
friends
with
these
people-
so
I
I
say
it
respectfully,
because
I
was
part
of
all
the
research
that
was
done
in
the
80s
that
showed
the
distorting
effect
of
teaching
to
the
test.
So
people
said
that's
horrible.
O
Let's
make
more
ambitious
tests
worth
teaching
to,
and
there
was
a
state
of
efforts
in
the
first
round
of
standards-based
reform
to
create
more
open-ended,
more
ambitious,
more
performance-based
assessments,
and
there
was
some
evidence
during
the
90s
when
people
were
trying
that
that
they
got,
for
example,
did
more
writing
assessment
and
got
students
then
learned
did
more
writing
and
learned
to
write
better.
So
that
would
be
an
example
of
where
you
can
push
curricular
change
with
certain
kinds
of
assessments
and
and
get
everybody
working
toward
more
ambitious
goals
for
everyone
that
all
went
out.
O
The
window
when
no
child
left
behind
was
passed,
because
what
no
child
left
behind
did
was
put
a
lot
of
accountability,
pressure
on
and
quadrupled
the
amount
of
testing
that
was
required
and
therefore
states
could
no
longer
afford
portfolio
assessments.
They
couldn't
afford
performance
assessment
that
had
to
be
scored
by
teachers
to
work
with
open-ended
answers,
etc.
O
All
the
invention
went
out,
so
I
when
so,
I
want
to
say
no,
I
want
to
say
no
assessments,
don't
especially
when
they
are
low
level
tests,
multiple
choice
where
you're
rewarding
drilling
on
that
kind
of
measure,
but
I
wanted
to
tell
you
the
1990s
story,
so
I
wouldn't
be
ignorant
of
that.
You
just
have
to
think
about
the
context
we're
in
right
now.
K
Thank
you,
miss
garrett.
M
M
As
you
said,
I
think
that
you
named
the
tensions
really
clearly
and
a
lot
of
the
suggestions
that
you
named
are
robust
conversations
that
we've
had
as
a
working
group
and
are
starting
to
have
as
a
task
force
in
this
iteration
just
to
give
to
share
a
little
bit
because,
like
my
my
question
for
you,
I
think
is
going
to
be
what
factor
should
measure
whether
students
have
the
requisite
skills
for
challenging
environments,
which
was
your
first
bullet
on
your
first
slide.
M
But
to
give
you
a
little
more
context
on
boston
kind
of
piggybacking,
where
mr
acevedo
was
not
only
are
we
not
able
to
administer
the
mcas
to
a
large
portion
of
our
applicants
but
just
to
to
share
I'm
the
head
of
school
at
one
of
the
exam
schools
our
entering
class
this
year?
We're
pleased
to
welcome
students
from
over
a
hundred
schools.
M
So
when
we
think
about
ranking
students
within
a
school
community,
we
could
be
talking
about
populations
as
small
as
one
or
as
large
as
50..
So
I
think
just
layer
just
layering
that
complication
on
I
was
also
really
interested
in
your
research
comparing
to
a
college
environment,
but
understanding
that
the
context
is
quite
different.
Obviously-
and
I
you
know
talking
to
college
admissions
officers-
to
get
their
sense
of
how
test
optional
is
going,
you
know
they
talk
about
the
value
of
the
transfers.
K
Could
you
slow
down
your
occupation.
M
Oh,
I'm
sorry.
Thank
you.
I
apologize
when
you
talk
to
admissions
officers
with
the
new
test,
optional
model.
They
talk
about
the
value
of
the
transcript
and
how
much
you
can
learn
about
the
transcript
from
the
rigor
of
the
classes
and
the
consistency
of
grades,
as
you
mentioned,
per
our
model
because
we're
looking
at
elementary
school
students
and
middle
school
students,
the
number
of
grades
and
teachers
is
a
lot
smaller
than
a
high
school
is
able
to
present
at
the
end
of
their
high
school
career,
with
some
with
some
school
structures.
M
We
could
be
looking
at
grades
from
as
few
as
one
teacher
and
max
four.
There
was
a
great
suggestion
from
a
student
to
the
group
recently
that
we
should
consider
subjects
other
than
math
and
english
to
get
a
larger
variety
of
those
courses.
M
However,
many
schools
in
the
city
and
outside
of
the
city
do
not
teach
the
same
subjects,
so
there
wouldn't
be
available
grades
for
science
or
history,
and
I
appreciate
you're
letting
me
be
so
long-winded,
I'm
getting
to
the
question
I'm
reading
ms
sullivan's
mind,
but
I
just
wanted
to
give
dr
shepard
a
little
bit
more
context
from
because
I
know
she's
done
that
homework
with
those
tensions
in
mind.
M
That's
why
I
said
dilemma
is
perfect:
what
is
your
recommendation
for
a
measure
to
indicate
whether
students
have
the
requisite
skills
for
the
academically
challenging
environment
in
the
absence
of
an
assessment,
and
I
do
really
appreciate
your
point
about
multiple
measures
and
the
helpfulness
of
them
in
combination?
So
thank
you
for
your
patience.
O
O
There
aren't
tons
of
those
students
in
those
schools
and
so
that
I
think
what
you
could
do
to
try
to
deal
with
the
fact
that
lots
of
schools
don't
have
it.
I
did
see
that
nwea
has
equated,
they
have.
They
can
tell
you
what
their
score
is
equal
to
a
500,
so
they
have
a
comparison
score.
So
here's
mcas.
If
mcas
lifts
you
up
and
makes
you
eligible,
then
you
could
let
students
in
from
your
feeder
schools.
O
But
then,
if
you
have
all
these
other
schools
that
need
the
information
you
could
say
well,
we'll
administer
nwea
to
those
students.
There
are
lots
of
things
that
worry
me
about
the
nwea.
I
showed
you
the
one
about
multiple
choice.
The
other
thing
you
should
notice
is
that
the
grade
change
on
their
vertical
score
scale
like
from
sixth
grade
to
seventh
grade,
to
be
equated
at
500
500
on
those
separate
grades.
O
It's
a
small
change
on
their
score
scale,
and
I
have
to
try
to
figure
that
I
have
to
spend
some
more
time
thinking
about
that.
But
that
means
what
a
whole
grade
level
difference
could
be
worth
two
points
or
five
points
on
their
scale.
I
have
to
try
to
learn
some
more
things
about
about
that.
So
I'm
not
accusing
I'm
raising
a
question,
because
I
am
actually
suggesting
that
you
consider
mcas,
where
you
have
it
and
nwea
when
you
don't
and
don't
lose
track
of
grades
are
better.
O
So
do
you
want
to
consider
top
ranked
students
from
your
feeder
schools
and
not
a
test?
I
hope
I
hope
you're
giving
that
a
lot
of
thought,
and
you
know
I
and
I
know
you've
discussed
the
texas
model-
the
idea
of
selecting
top
students
across
schools-
and
I
understand
that's
harder
for
you-
in
public
private,
crossing
those
boundaries.
K
Thank
you,
mr
craiger.
L
This
is
a
wonderful
presentation
and
particularly
insightful
responses
to
our
questions.
Dr
shepard,
I
wanted
to
follow
up
on
your
point
that,
with
grades
being
more
predictive,
there
are
schools
that
use
a
portion
of
a
student's
standardized
test
performance,
and
I
didn't
quite
get
that
point
from
earlier
in
your
remarks.
Could
you
elaborate
on
that?
Thank.
O
You
for
asking
the
question,
because
I
I
passed
over
that
kind
of
quickly.
I
said
that
when
you
use
grades
as
the
main
predictor,
you
get
incrementally
about
15
more
prediction,
but
they
don't
do
it
by
adding
a
piece.
So
that's
that's
on
me.
They
add
the
two
things
together
and
standardize
each
and
add
them
together,
and
then
they
can
see
in
the
combined
regression
equation.
O
How
much
more
prediction
they
get.
That's
where
that
15
comes,
but
be
careful
as
soon
as
you
add
the
test
score
in
its
mean
difference,
consequences
are
as
severe
as
if
you
were
using
only
it
so
that
dilemma
of
exaggerating
group
differences
with
the
test
score
happens
as
soon
as
you
decide
to
use
grades
plus
test
score.
K
Thank
you
another
just
quick
question,
dr
shepherd.
Your
last
slide
last
bullet
point
actually
I'll.
Let
dr
doctor,
mr
contemposis
go,
go
ahead
and
discount
with
us.
B
P
P
B
B
B
You
can
imagine
that,
but
you
know
is
there
a
way
that
you
can
see
a
district,
utilizing,
multiple
factors
and
then
doing
what
this
task
force
did
trying
to
indeed
add
factors
that
are
probably
beyond
the
control
of
the
individual
students
seeking
a
seat
at
one
of
the
schools.
B
B
O
Yes,
gaming
can
even
apply
to
grades
and
great
inflation
is
a
worry
and
that's
why
I
think
I
mentioned
that
colleges
are
now
looking
at
grades
and
rank,
because
that's
who
knows
the
kids,
the
teachers
in
their
schools
are
when,
when
they
rank
the
students
are
having
to
say
yes,
this
student
is
performing
better
than
that
student,
and
so
it
wouldn't
happen
that
way
for
admission
into
a
7th
grade
or
high
school
level.
O
O
Q
Hi,
thank
you
again
for
coming.
This
has
been
very
informative.
Q
You
know
I've
just
been
listening
and
trying
to
get
a
better
grasp
on
a
lot
of
what
you've
been
saying
and
a
lot
of
other
people
questioning,
because
it
kind
of
seemed
like
there's
a
dilemma
between
like
the
idea
of
priority
prioritizing
students
based
on
their
prosperity
at
a
young
age,
but
then
at
the
same
time
saying
they're
too
young,
so
we
don't
have
enough
data
to
prioritize
them.
So
it's
like
this,
so
it's
almost
like
we're
trying
to
find
something:
that's
not
there,
but
we're
still
looking.
It
kind
of
feels
like
that.
Q
So
my
question
is:
we've
also
discussed
and
have
heard
from
testimonies
of
a
number
of
different
ways
to
ways
to
measure
that
could
work
like
together,
not
as
like
on
their
own
of
course.
So
I
was
wondering
what
your
thoughts
are
on
like
something
like
looking
at
grades
and
also
like
having
a
lottery
system
per
school
like
let's
say
like
accepting
a
certain
number
of
students
from
every
elementary
school
based
on
a
combination
of
likes.
We
talked
about
socioeconomic
status.
Q
The
one
other
thing
that
I'll
just
mention,
then
you
can
respond,
is
that
another
thing
we've
talked
about
is
also
providing
like
a
like
a
little
bonus
for
bps
students
coming
from
sixth
grade
and
sixth
grade
so
yeah.
I
just
it's
kind
of
a
blurry
question.
But
what
are
your
thoughts
on?
You
know
some
other
methods
of
entrance.
O
Boston
students,
public
school
students,
because
that
is
a
value
of
mine,
but
it
feels
political.
So
I
was
trying
to
not
champion
that
too
much,
but
you
know
if
you
and-
and
I
think
you
have
to
consider
that
not
everyone
who
doesn't
have
an
mcas
score
is
in
a
privileged
circumstance,
but
they
are
correlated
and
that's
part
of
why
your
subsequent
conversations
with
this
group
should
be
about.
O
Should
we
should
we
give
a
nudge
and
then
let
me
also
answer
your
question
about
a
lottery,
because
that's
another
way
to
think
about
fairness,
and
so
what
I?
What
I
would
argue,
though,
is
to
be
sure
that
everyone
you're
making
eligible
for
the
lottery
can
succeed.
O
So
you
could
open
things
up.
A
bit
and
then
use
your
lottery
as
opposed
to
just
it's
just
random,
because,
frankly,
since
we
were
talking
politics
before
you
know,
you'll
lose
the
fight.
If
you
completely
give
up
on
academic
qualifications
in
the
short
run,
my
position
and
the
other,
the
talk
I
could
give
you
know
is
what
research
about
tracking
tells
us
about
his
unfairness,
about
its
perpetuation,
etc,
etc.
P
L
L
Right,
I'm
I'm
pulled
to
the
the
top
x
percent
idea,
but
I'm
reticent
of
a
situation
where,
in
a
classroom
of
20,
there
are
only
two
who
make
that
top
10
or
or
other
barriers
that
that
feel
perhaps
artificially
or
arbitrarily
imposed.
L
And
I
like
the
notion
of
a
teacher
nomination
system,
perhaps
as
a
substitute
for
that,
but
it
sure
seems
like
it
would
need
guardrails
for
it
too
right
yeah,
and
so,
if
we've
as
a
city
been
recently
reminded
that
for
every
student
who's
accepted,
I
there
are
students
who
are
told
that
they
are
not
worthy
of
these
schools
right
and
that's
quite
a
statement
to
make
to
toward
the
educational
future
of
our
youth
when
they're
in
sixth
grade
right
and
I'm
curious
about
what
guard
rails
or
parameters
you
would
put
on
this
teacher
nominations
idea
to
help
to
help
address
the
concerns
that
we
share.
O
O
So
it's
a
portfolio
or
a
body
of
evidence
from
a
school
and
so
in
essence,
that's
going
to
create
a
lot
of
dilemmas
for
those
schools,
because
it's
not
it's
not
a
formula,
and
maybe
the
top
10
percent
is
the
formula.
But
you
know
people
are
going
to
then
have
an
argument.
They're
going
to
say
this
student
arrived
late
but
deserves
you
know,
is
a
newcomer
but
deserves
this
it
I
can.
O
I
can
imagine
headaches
for
the
schools
to
try
to
implement
the
texas
model,
but
it
is
one
that
to
simon's
earlier
question
could
respect
the
boston,
theater
schools
and
gives
you
a
way
of
thinking
about
everyone.
Then,
if
you're
doing
the
top
ten
percent
per
school
you're
really
ensuring
participation
across
all
the
schools.
B
I
think
miss.
K
So,
dr
shepherd
for
me
what
I
what
I
continue
to
struggle
with
is,
I
guess,
accepting
that
I
mean
the
very
nature
of
the
conversation
and
and-
and
it
was
shared
matt
mentioned
it-
you
mentioned
it.
The
very
nature
of
having
the
exam
schools
creates
a
situation
where
there
are
children
every
year
who
get
a
yes
and
children
every
year
who
get
a
no.
K
That
said,
I
I'm
also
thinking
about
and
processing
what
you've
shared
today
about
the
assessments
and
bringing
the
research
into
the
conversation
relative
to
the
assessments
and
understanding
that,
just
because
of
factors
that
you
know
many
of
us
have
no
control
over.
K
I
think
it
was
on
your
regression
model
on
your
where
you
talked
about
kind
of
how
the
tests
well,
you
weren't
describing
it
in
this
way,
but
this
is
the
way
I
was
processing
it
in
my
mind,
but
almost
how
the
assessment
or
how
assessments
can
be
used
to
help
inform
who
may
be
ready,
but
not
necessarily
determine
who
is
selected.
K
O
So
my
and
it
my
answer
to
simon
was
essentially
you
can't,
instead
of
narrowly
selecting
as
you
as,
if
you
had
a
perfect
top-down
ordering
of
kids
based
on
merit,
you
take
a
much
bigger
pool
based
on
the
tests
that
everyone
who's
in
the
pool
is
qualified.
O
And
now
we
select
on
other
criteria
or
we
select
with
the
lottery
and
that's
a
way
to
answer
the
rigor
without
doing
top-down
selection.
But
I
I
I
I
was.
O
I
forced
myself
not
to
plan
with
limited
time
and
your
dilemma
to
make
the
tracking
speech,
but
the
research
about
the
unfairness
and
the
perpetuating
of
inequity
tracking
was
started
over
a
hundred
years
ago
by
people
who
believed
deeply
in
intelligence
testing
and
that
that
number
was
the
size
of
a
lump
in
your
head
overstating
just
a
little
bit
that
you
had
at
birth
and
that
nothing
else
would
change
that
amount
of
capacity
and
that
heritability
understanding
persisted
and
was
why
people
were
sorted
to
fit
what
they
could
do.
O
Not
to
make
it
make
them
able
to
do
right,
that's
and,
and
then
we
spent
a
hundred
years
in
psychological
research
on
human
learning
and
development
to
finding
out
the
ways
that
intellectual
capabilities
are
developed,
they're
developed
by
opportunity
by
reasoning
assignments
instead
of
memorization
assignments
on
and
on,
and
so
the
the.
I
would
think.
I
would
applaud
a
recommendation
that
came
out
of
the
task
force.
That
said,
we
shouldn't
have
elite
schools
that
disproportionately
serve
those
who've
had
privilege.
Up
to
this
point.
O
We
should
work
harder
and
sooner
because
everyone
says
we
should
eventually
do
this.
O
We
surely
should
have
more
of
these
kinds
of
schools
where
everybody
gets
intellectually
challenging
problem
solving,
and
I
spent
my
coveted
year
and
a
half
working
completely
remotely
with
kids
from
fannie
lou
hamer
freedom
high
school
in
the
bronx,
the
cheap
that
the
poorest
congressional
district
in
the
entire
country-
and
they
are
part
of
30,
a
38
school
consortia,
started
in
the
1980s
that
do
all
performance
assessment,
all
project-based
learning
and
they
are
exempt
from
the
regents
exam.
O
So
they
don't
have
teaching
the
test
and
they
are
exempt
at
c-u-n-y
from
taking
the
s-a-t
and
they
out-perform
at
c-u-n-y.
O
They
are
counterpart
equally
poor,
equally
socioeconomically
disadvantaged
in
quotes
comparable
students,
and
I
think
it's
because
they
write
they
do
project-based
learning.
They
learn
in
depth
and
they're.
O
Nearly
all
the
kinds
of
schools
who
buy
traditional
tests
are
predicted
not
to
be
able
to
do
any
of
the
things
that
they're
doing,
and
it's
true
for
all
of
the
kids
michelle
fine
at
cuny
did
the
research
on
what
what
happened
in
those
schools.
O
K
Thank
you,
dr
shepherd.
I
greatly
appreciate
that
I'm
going
to
close
out
with
dr
tong
and
then
doc,
prophetic,
simon.
I
said
dr
churnau,
mr
turnout,
so
dr
tong,
oh
you're,
going
to
let
simon
go
first,
dr
or.
N
K
N
Thank
you,
professor
shepard.
I
wanted
to
follow
up
on
ms
sullivan's
question
around
how
assessments
could
be
used
to
help
but
not
be
determined,
and
your
answer
still
implies
that
we
set
a
score
at
which
we
cut
those
eligible
from
those
not
eligible,
and
I
just
from
my
study
of
the
past
couple
of
months,
any
anytime,
you
use
a
cut
score.
N
It
differentially
affects
kids
by
income
by
race,
even
by
gender,
for
math,
and
so
the
proportion
of
low-income
kids,
for
example.
If
we
use
ses
in
that
pool,
will
always
be
smaller.
O
O
Make
sure
yeah
this
idea
of
a
minimum
cut
score
was
something
that
I
first
was
a
part
of
literally
30
years
ago,
when
the
national
academy
of
sciences
was
asked
to
evaluate
the
use
of
the
general
aptitude
test
battery
back
then
in
employment
decisions,
and
we
said
that
what
would
be
best
to
meet
your
two
criteria
right
rigor
and
diversity,
which
would
be
to
do
top-down
selection
within
group,
because
then
everybody
selected
would
be
qualified.
O
The
test
would
have
given
us
the
best
information
it
can
provide,
but
we
would
have
no
group
differences
and
of
course
that
was
illegal,
so
we
did
it
by
as
by
way
of
illustration
like.
Could
you
get
information
from
the
test?
Sure
here
you
here,
you
go
so,
and
we
said
an
alternative
was
to
set
a
a
minimum
score
and
then
select
with
a
lottery.
O
So
the
only
thing
that
would
be
reassuring
to
you
and
and
your
legitimate
criticism
is
that
we
would
set
it
further
down
the
scale,
maybe
at
the
50th
percentile,
so
that
we
would
be
sure
that
everyone,
it
would
still
lead
to
group
differences,
though,
because
the
50th
percentile
per
group
is
at
a
different
score
point.
So
the
aggregate
50th
percentile
would
differentially
land
on
the
on
the
various
groups.
So
it's
it's
to
simon's
point
like
partially
opening
up.
It's
not
a
strict
lottery.
It's
not
strict
top-down
selection.
P
Q
One
day
they
thank
you
again
for
just
that
last
point
when
you
started
speaking
to
your
experience,
teaching
with
that
school
in
the
bronx,
so
I
just
for
some
contracts.
I
currently
attend
one
of
the
exam
schools,
I'm
a
student
at
boston
academy,
and
this
was
really
insightful
to
me
because
it
really
is
helping
me
continue
the
question
of
what
is
the
purpose
of
an
exam
school.
What
is
the
purpose
of
having
a
school
greater
or
considered
greater
or
more
for
the
more
educated
or
more
advanced
students?
Q
Whatever
word
you
would
like
used
to
describe
whatever
word,
you
would
like
to
use
to
describe
them
and
then
what's
the
point
of
them,
sending
the
quote-unquote
most
advanced
and
educated
students
to
those
schools,
it
it
kind
of
seems
illogical.
If
you
ask
me
so
just
trying
to
say
trying
to
slow
down
for
the
interpreters.
Q
Q
All
these
things
that
are
instilled
in
us
as
exam
school
students
from
a
very
young
age
does
not
lead
to
the
best
performance,
and
I
can
speak
for
people
in
my
grade
and
people
that
I
that
I
talk
to
at
school
and
myself,
who
would
much
rather
be
able
to
do
more
creative
project
based?
So
I
guess
my
question
is:
do
you
think
that?
O
God
bless
you
yes
of
course,
and
so
this
test,
driven
environment
has
been
exacerbated
by
politically
year
after
year.
So
it's
kind
of
it's
funny
that
we
got
rid
of
the
worst
understandings
among
scientists
about
iq
testing,
but
we
just
installed
standardized
achievement
testing
as
the
definition
of
who's,
smart
who's,
not
smart,
how
to
get
ahead,
etc.
O
And
there
are
a
few
colleges
that,
like
colorado
college
as
a
private
school
in
colorado,
not
I'm
not
affiliated
with
them
but
it'd,
be
an
example
of
a
school
trying
to
do
deeper
learning.
And
if
you
want
a
reference
about
like
what
does
deeper
learning.
Look
like
the
national
academy
of
sciences
for
free
has
a
synthesis
report
from
2018.
You
can
download
it.
It's
called
how
people
learn.
O
It's
the
second
issue,
how
people
learn
to
and
there's
one
there's
a
lot
of
brain
research
and
there's
lots
and
lots
of
research.
But
there's
one
chapter:
that's
what
does
this
mean
for
schooling,
and
we
know
from
decades
of
research
that
deep
learning
is
supported
by
things
like
having
to
explain
your
reasoning
have
to
having
to
draw
a
model.
Mathematically,
not
just
equations,
not
just
simplifying
equations,
but
actually
showing
that
you
understand
how
things
work
so
there
are.
O
There
are
other
ways
of
planning
curricula,
but
you
have
to
push
against
the
politics
of
frankly,
lots
and
lots
of
middle
class
parents
who
want
their
kids
to
get
ahead,
and
so
everybody
subscribes
to
the
tests
as
the
representation
of
learning.
And
so
we
select
on
the
test
to
your
point
and
then
we
teach
to
the
test
even
in
schools
that
promised
a
richer
curriculum.
O
So
that
is
something
that
would
be
good
to
try
to
change.
K
Thank
you
so
much
dr
shepherd,
mr
contemposis.
B
Yeah,
I
would
just
say
we
need
to
move
on,
but
I
I
couldn't
leave
without
reinforcing
dr
shepard,
what
you
have
just
said,
but
getting
there
is
huge,
as
you
well
know,
we.
S
B
Schools
of
education-
I
hope
the
university
of
colorado
is
not
one
of
them
that
continues
to
teach
potential
teachers
and
potential
leaders
in
the
same
way
that
reinforces
a
standards-based
kind
of
opportunity,
and
no
one
will
disagree
at
least
of
all
me
that
it's
really
the
responsibility
of
the
districts
to
begin
thinking
about
all
of
the
things
that
you've
just
said,
particularly
in
looking
at
skill
sets
similar
to
those
that
you've
mentioned
the
end.
The
analysis,
the
collaboration,
the
model
that
we
constantly
use
is
broken.
I
think
I'll
say
it.
B
You
may
think
it's
getting.
There
is
huge,
and
in
terms
of
mr
churno
and
his
experiences
at
latin
academy,
all
they
would
have
to
do
was
to
introduce
a
capstone
project
as
a
graduation
requirement,
which
I
believe
should
be
a
requirement
for
every
senior
in
every
boston
public
school
at
which
they
demonstrate
what
they
have
learned
over
the
last
few
years
in
a
manner
that
you've
suggested
we're
a
long
way
from
that
doctor-
and
I
want
to
thank
you.
K
Thank
you
so
very
much.
Dr
shepard
appreciate
your
presentation
very
thorough,
look
forward
to
the
slides
for
our
reference,
as
we
move
forward
appreciate
what
you've
given
us
to
think
about
good.
Well,.
K
B
You,
the
next
item
on
the
agenda
talks
about
review
of
data
requested.
I
don't
remember
whether
what
the
status
is
of
that
data,
but
I'll
turn
it
over
to
miss
hogan
to
see
if
there
is
anything
else
that
we
asked
for
that.
She
has
ably
worked
on.
R
Thank
you,
mr
contemposis.
So
two
things
to
share
with
you
this
evening.
R
One
is
a
set
of
maps
that
go
back
to
the
census,
tract
and
tiering
data.
I
believe
this
is
a
request
for
mr
kreger,
but
I
I
will
walk
you
through
those
and
then
ms
sullivan
made
a
request
at
our
last
meeting
around
zip
codes,
where
there
were
fewer
than
10
invitations
and
sort
of
grouping
them
together
to
make
sure
we
were
still
representing
that
data
in
the
tables.
R
R
R
R
So
this
should
look
very
familiar.
There
was
a
screenshot
of
this
on
a
slide
previously.
R
Thank
you,
oh
there's
more,
so
the
next
tab
includes-
and
I
think
this
is
your
specific
request,
mr
kreger
around
the
location
of
bps
schools
in
relation
to
the
census
tracts.
R
B
R
The
entire
district
we
could
edit
it
to
remove
schools
that
don't
serve
six
to
eight,
if
that
would
be
helpful,
but
right
now
it
is
all
schools.
R
Oh
sorry,
I'm
just
writing
myself
a
note.
The
next
tab
shows
public
housing
locations,
so
this
is
these
locations
are
based
on
a
map
from
believe
it's
bostonhousing.org
is
the
website
for
the
boston
housing
authority,
so
it
shows
the
locations
for
state,
family
and
federal
family
public
housing
in
the
city.
R
R
R
And
the
last
one
is
educational
attainment
which
this
is
the.
It
is
a
weighted
average
of
five
different
indicators,
which
is
explained
on
the
overview
page.
J
But
I'm
sorry
monica
I'm,
I'm
speaking
out
of
turn.
Okay.
Is
there
some
way
to
go
back
to
the
map
demonstrating
the
concentration
of
households
where
a
language
other
than
english
is
spoken.
R
And
you'll
get
this
link,
so
you
can
click
through
and
zoom
in
and
out
as
much
as
you
would
like.
I
wanted
to
provide
and
opportunity
to
give
you
sort
of
an
orientation
before
just
sending
the
link
to.
R
You
so
the
last
one
around
educational
attainment
is
the
weighted
average
of
five
data
points.
R
R
I
think
I've
said
this
before,
but
these
are
the
indicators
that
chicago
has
chosen,
and
so,
if
this
is
something
of
interest
to
pursue,
there
is
the
consideration
of.
Do
we
want
to
include
all
of
the
same
indicators?
C
N
R
R
And
I'm
going
to
apologize
because
the
last
two
slides
the
data
is
ready.
It
is
just
not
quite
in
the
slide
yet
so
I
will
fill
it
in
and
have
it
for
miss
parvex
to
send
out
after
this
meeting
are
the
tables
from
I
believe
it
was
tuesday.
R
The
days
are
running
together
where
we
looked
at
data
by
zip
code
and
we
had
removed
some
data
for
zip
codes
with
less
than
10
invitations,
and
so
we've
added
a
row
across
the
bottom.
R
That
adds
all
of
the
invitation.
The
students
who
received
invitations
in
this
those
zip
codes
together.
So
their
data
is
still
present
great.
Thank
you.
So
do
you
want
to
walk
through
all
of
them
or.
K
I
guess
I'm
trying
to
understand.
Well,
not
you
mean,
I
guess
I'm
trying
to
understand.
K
R
I'll
adam,
before
miss
parbeck
sums
these
out,
I
will
add
the
list
of
which
zip
codes
are
excellent.
Thank
you.
Thank
you.
I
know
it's.
It's
already
6
30.,
so
I'm
happy
to
walk
through
these
or.
K
I
guess
what's
new:
is
there
something?
What's?
Is
it
what's
new
on
this
slide
other
than
the
last
row?
That's
it
okay!
Yeah.
We
walked
through
that
yeah.
I
think
we
already
walked
through
this.
But
yes,
if
you
could
add
the
zip
codes,
because
the
map
isn't
working
out
if
china,
if
chinatown
and
beacon
hill
and
the
west
end
or
the
slash
west
end,
are
the
only
two
zip
codes
that
are
showing
with
less
than
10
invites,
but
your
total
down
there
is
34..
K
Great,
thank
you
and
then
okay,
oh
and
you
said
that
your
the
other
slides.
R
K
R
B
R
I
think
the
one
last
I
have
on
my
list
is
the
comparison,
the
more
explicit
comparison
to
the
final
simulations
from
the
working
group,
which
we
have
not
put
on
a
slide
yet.
But
can
you
repeat
that
please
the
comparison
to
the
final
simulations
from
the
working
group,
which
was
a
request
from
the
slum
I
see
her
nodding?
Yes,.
U
K
B
B
M
I
talked
the
last
one
I
just
wanted
to
thank
miss
hogan
for
the
that
model.
I
look
forward
to
digging
in
and
I
just
wanted
to
lift
up
two
things
that
mr
acevedo
and
mr
craiger
said
at
the
end
of
the
last
meeting.
That
might
be
helpful.
As
we
start
this
conversation,
one
was
the
idea
that
we
potentially
really
start
with
a
model.
That's
already
been
built
and
vetted
both
in
practice
and
in
litigation,
and
so
I
was
going
to
ask
today
if
we
in
boston
had
all
the
data
we
need.
M
If
we
wanted
to
pursue
looking
at
the
chicago
model
and
was
struck
by
dr
shepard's
comment
that
you
know,
top-down
selection
within
groups
was
actually
a
recommendation
that
she
had,
but
was
worried
about.
The
the
court
response-
and
it
sounds
like
chicago-
is
top-down
selection
within
groups.
M
So
I
just
wanted
to
mention
that
as
something
that
I'm
very
interested
in
as
well,
but
I
think
mr
kreger's
point
that
he
mentioned
was
the
need
to
revisit
the
effectiveness
over
time
of
our
recommendation,
and
so
the
question
ms
hogan
asked
about
whether
we
should
use
the
exact
same
criteria
as
chicago
or
not
seems
like
a
potential.
M
You
know
option
to
start
with
a
model
that
has
shown
some
success
elsewhere,
but
reserving
the
the
responsibility
we
would
have
to
see
whether
that
was
the
right
criteria
for
boston
going
forward
or
whether
other
things
may
should
be
considered
in
defining
the
tears.
B
Thank
you.
First
of
all,
I
would
like
to
offer
these
as
suggestions
for
discussion,
much
like
we
did
during
the
work
group
period,
but
before
I
do
that,
I
want
to
mentions
of
the
task
force
based
on
some
of
the
comments
that
were
made
at
the
last
session
in
public.
P
B
That-
and
I
think
I
echo
what
ms
sullivan
would
say
as
well-
we're
really
humbled
by
the
commitment
that
members
of
this
task
force
have
made
over
the
year
and
a
half
close
to
two
years.
Now
that.
B
Let
me
begin
by
suggesting
that
these
are
my
thoughts.
B
Q
A
B
I
would
also
like
to
suggest
a
component
where
we
add
10
points
to
the
total
score
of
any
student
currently
attending
a
school
in
boston
where
poverty
level
is
50
percent
or
above
as
an
additional
criterion,
by
my
reckoning,
through
ms
hogan's
data,
that
would
mean
roughly
63
schools
consisting
of
bps
and
charters,
and
we
could
certainly
ask
for
the
same
evidence
from
our
non-bps
components
as
long
as
they
would
certify
that
that's
the
case,
but
some
sort
of
incentive
that
would
offset
some
of
the
difficulties
that
some
of
our
youngsters
are
experiencing
within
the
district.
B
And
that
out,
those
reviews
should
be
done
before
a
contract
for
a
vendor.
B
If
that's
the
way,
they're
going
to
go,
is
either
extended
or
renewed
to
see,
indeed,
whether
all
of
the
things
that
we
put
in
place
are
working,
I
also
think
we
need
to
develop
and
implement
an
anonymous
wellness
survey
for
the
students
at
the
three
exam
schools,
and
it
should
be
given
annually
to
deal
with
a
whole
host
of
issues
that
have
surfaced
over
the
last
few
years
to
deal
with
things
like
isolation
to
deal
with
things
which
might
be
better
dealt
with
through
professional
development
of
the
adults.
Any
number
of
things.
B
J
K
Thank
you,
mr
contemposis,
could
you
circulate
your
recommendations,
I'm
going
to
ask
this
of
everyone
else.
Could
you
circulate
your
recommendations
so
that
people
have
them
in
writing?
Do
others
have
recommendations,
and
I
am
mindful
of
time
here
that
they
would
like
for
the
task
force
to
consider.
V
I
don't
know
at
what
point
and
where,
but
I
do
think
that
their
the
randomness
of
a
lottery
can
offset
some
of
the
perceived
biases
of
not
having
a
lottery
system
in
place.
W
I
supposed
to
add
a
little
bit
on
to
mr
contempostus's
recommendations.
I
think
if
we
go
with
something
like
the
chicago
model,
wherein
we
have
the
tracks
and
the
socioeconomic
ranking,
I
think
it
would
be
important
to
to,
as
mr
contempos
has
said,
factor
in
the
fact
that
there
are
people
who
live.
There
is
a
great
amount
of
economic
diversity
within
a
neighborhood
and
even
within
a
census
tract,
and
there
could
be
someone
within
a
census
tract
who
has
an
income
that
is
far
below
the
median.
W
So
I
think
if
we
ask
people
to
self-report
their
their
family
income
and
how
many
people
are
in
their
family
so
that
we
get
a
sense
of
family
economic
status.
I
suppose
we.
W
Can
we
can
compare
that
to
the
median
income
and
if
this,
if,
if
a
family,
a
low
economic
status
family
lives
in
a
higher
economic
status
neighborhood,
perhaps
they
could
be
moved
into
another
tract
and
be
considered
for
admissions
in
another
tract?
And
of
course
there
is
room
for
dishonesty
in
the
system
if
it's
just
self-reported.
So
I
think
if
wealthier
families
self-report
an
income
that
is
far
lower
than
the
median
of
where
they
live,
that
can
be
red
flagged
and
investigated
further,
and
perhaps
it
can
lead
to
their
disqualification
in
consideration.
Q
Thank
you.
I
don't
have
a
finalized.
I
don't
think
any
of
us
do
well.
I
personally
don't
have
a
finalized
full
thought
of
how
this
process
should
work,
but
I'm
going
to
propose
that
we
don't
use
a
test
to
get
into
an
exam
school
and
we
focus
on
the
three
main
categories
that
I
could
think
of
that
I've
been
thinking
about
which
are
gpa,
bps,
bps
student
and
socioeconomic
economic
status
in
boston.
L
I
I
think,
combining
that
with
academic
and
other
factors
would
would
hold
true,
whether
you
are
private,
parochial
charter
or
bps
or
otherwise,
and
and
may
to
some
degree,
further
efforts
at
greater
participation
in
all
of
our
schools,
particularly
in
all
of
boston,
public
schools.
I'm
I'm
intrigued
by
these
options.
L
I
would
love
to
see
a
way
to
map
out
the
top
10
or
top
x
percent
plan,
especially
with
some
of
the
other
factors
that
dr
shepard
introduced
to
us
tonight
around
the
notion
of
teacher
nominations,
and
I
think
we
are
in
a
situation
of
having
multiple
good
options
to
meet
our
charge
and
that's
especially
true
because
of
who
we've
assembled
as
a
task
force
and
the
information
that
has
been
brought
to
us
by
bps
and
those
we've
invited
to
speak.
Thank
you.
V
K
Thank
you.
I
don't
see
any
other
hands
raised.
Is
there
any?
Are
there
any
other
thoughts
that
people
want
to
share
at
this
time
and
again,
we
need
to
the
extent
that
you
do
have
thoughts,
please
synthesize
them
in
writing.
That'll
be
super
helpful.
K
I
don't
see
any
additional
at
this.
Mr
condom
passes
okay,
I
don't
see
any
additional
hands
raised
at
this
time,
so
I'm
going
to
turn
it
over
to
miss
parvex
for
public
comment.
A
Thank
you,
miss
sullivan.
We
have
15
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
I
will
remind
you
when
you
have
20
seconds
left.
Please
take
your
name
affiliation.
What
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
raise
your
hand
virtually
in
zoo.
Also,
please
make
sure
you're
signed
into
zoom
with
the
same
name.
You
used
to
sign
up
for
public
comment
that
would
allow
us
to
identify
you
once
you're
trying
to
testify.
A
K
First,
one
one
moment
miss
perfect
before
you
begin,
I
I
just
want
to
reiterate
what
you
said
with
respect
to
the
amount
of
time
that
each
speaker
has
and
you're
going
to
give.
Did
you
say
a
20-second
noted
warning?
Yes,
so
miss
parvex
is
going
to
provide
the
20-second
warning
when
she
indicates
the
time
is
up.
K
Time
is
up
and
we're
just
just
full
disclosure.
This
is
for
everybody.
We
will
move
to
muting
when
time
is
up.
So
please
please.
Please
adhere
to
miss
parvex's
kind
of
20.
Second
warning.
Thank
you.
So
very
much.
A
A
My
cave,
please
say
what
neighborhood
you
are
from
and
and
open
your
camera.
I
don't
see
you.
A
X
Hi
everybody,
my
name
is
mika
liu.
I
am
10
and
a
fourth
grader
in
quincy
elementary
school
in
chinatown.
I
have
a
k2
brother
in
the
same
school
as
me,
and
a
seventh
grader
brother
in
boston,
latin
school.
When
I
was
seven
my
mom
and
I
went
to
a
7-11
close
to
my
school.
There
was
a
white
elderly
lady
there
and
she
yelled
at
me,
go
home
to
where
he
came
from.
I
was
too
young
to
comprehend,
but
I
was
frightened
now
that
I
am
older.
I
understand
what
she
meant.
X
I
don't
belong
here
when
I
think
of
the
impact
of
your
zip
code
policy
to
chinatown,
I
think
of
my
7-eleven
experience.
I
am
an
american.
I
live
10
minutes
away
from
my
school,
yet
this
elderly
lady
didn't
want
me
here.
I
have
friends
who,
despite
having
b
plus
to
a
average,
are
told
by
you
that
they
do
not
belong
in
the
exam
schools
because
they
live
in
chinatown
0-211.
X
A
sixth
grader
string,
ensemble
made
of
mine
have
an
eight
minus
gpa.
I
played
the
violin
with
her
and
she
lives
in
an
affordable
housing
in
chinatown.
Her
parents
don't
speak
english,
her
mom
is
a
hotel,
cleaner
and
her
dad
is
a
restaurant
worker.
She
worked
very
hard
to
prepare
her
audition
videos
that
got
her
into
a
prestigious
music
summer
camp
in
vermont
on
scholarship,
where
bps
denied
her
an
exam
school
seat.
Another
place
accepted
her
recognizing
her
talent,
hard
work
and
her
family's
financial
needs.
X
My
question
is:
can
you
do
that
for
families
like
my
friends
by
changing
your
zip
code
plans,
so
you
do
not
exclude
qualified
kids
in
chinatown
anymore
during
black
history
month.
I
shared
a
video
of
myself
saying
if
america
loved
black
people
and
black
culture
it
would
be
less
segregated
and
more
diverse,
more
people
of
different
races
would
be
living
in
the
same
buildings,
neighborhoods
and
towns.
X
I
believe
that
for
exam
schools
too,
but
we
do
not
exclude
chinese
residents
from
the
building
to
make
more
room
for
black
and
latino
students.
We
make
more
buildings,
we
expand
more
seats
to
include
more
qualified
disadvantaged
students.
Exam
schools
do
not
have
wait
lists.
Why
is
that
so
many
kids
turn
down
exam
schools
to
go
to
private
schools.
There
must
be
extra
spots
for
my
friends.
X
Finally,
I
want
to
speak
to
my
chinese
uncles
and
aunties
out
there.
We
do
not
leave
chinatown,
we
do
not
leave
boston.
We
depend
on
each
other
to
make
our
schools
excellent.
We
need
to
stick
together.
We
are
the
descendants
of
dragons
quincy
elementary
and
quincy
after
school
are
good
schools,
even
though
we
do
not
get
millions
of
dollars
as
donations.
If
I
end
up
in
quincy
upper
school,
I
will
get
a
good
education.
In
fact,
I
will
get
into
an
even
better
college
than
my
boston,
latin
school
brother,
no
offense
miss
skerritt.
A
A
Y
Y
Hello,
my
name
is
sarah
yang.
I
am
a
sixth
grade
student
and
live
in
roxbury.
I
wanted
to
go
to
the
bottom
line
school
and
work
hard
in
school
in
order
for
a
good
future.
Previously
admission
to
the
bls
was
determined
by
taking
an
exam,
but
due
to
the
ongoing
pandemic,
it
was
cancelled.
Now
the
bls
is
using
admission
by
zip
code
and
previous
gpas.
Y
The
reason
this
is
a
problem
is
that
the
new
system
is
racially
biased
against
caucasian
and
asian
american
families,
which
is
the
majority
of
the
students
getting
in
for
the
past
years
being
either
asian
american
or
caucasian,
though
we
work
hard
to
get
in
too.
We
are
not
let
in
just
because
of
rotaries.
Determining
based
on
race
is
simply
unfair
and
unjust,
as
we
cannot
control
our
identity.
Determining
based
on
zip
code
is
as
unjust
as
we
cannot
control
that
as
well.
That
is
our
parents
choice.
Y
This
situation
is
the
equivalent
to
the
problem
of
the
dystopian
society
in
the
short
story,
harrison
bergeron
by
kurt
vonnegut
in
harris
and
bergeron.
In
order
to
make
everyone
equal,
hand-eye
caps
were
given
to
those
who
were
smarter,
stronger
and
more
beautiful,
and
so
on.
Some
of
those
hand-eye
caps
included
handicapped
radios
that
would
send
loud
sounds
to
disrupt
heavy
bags
on
one
side
and
masks
made
to
one
look
ugly
now,
although
the
situation
in
the
short
story
is
more
exaggerated
than
the
current
situation,
they
are
still
of
the
same
essence
similar
to
the
handicaps.
Y
Those
who
score
half
higher
have
lower
chances
and
the
policies
are
unfair
for
one
side
and
fair
for
another.
We
should
we
should
not
have
to
sacrifice
fairness
for
someone
in
order
to
make
it
fairer
for
another.
Thank
you
for
listening.
A
A
A
T
Yes,
hello
thanks
for
taking
my
comment,
my
name
is
elise
morgan.
I
live
in
jamaica,
plain,
I'm,
the
parent
of
two
bps
students
and
I've
worked
as
an
educator
in
high
school
and
higher
ed.
I
was
relieved
that
great
inflation.
T
I
came
up
in
the
discussion
today
because
that
was
the
subject
of
my
that's
the
subject
of
my
comment
tonight,
as
I
hadn't
heard
it
mentioned
recently
in
the
task
force
discussions
I'm
concerned
about
the
pressure
that
will
fall
in
the
teachers
and
ascending
schools
if
the
admissions
criteria
are
based
entirely
or
even
mostly
on
grades.
T
I
think
it's
important
to
remember,
as
I'm
sure
you
all
do,
but
I
just
want
to
state
that
the
admissions
process
used
for
school
year,
2122
used
grades,
that
at
the
time
the
grades
were
filed
were
not
anticipated
to
be
used
for
the
admissions
to
the
exam
schools.
So
those
grades
were
free
of
the
great
inflation
pressure
that
would
have
otherwise
existed.
T
This
will
not
be
the
case
moving
forward
if
the
same
admission
process
is
used,
students,
their
parents
and
teachers
and
administrators
of
the
sending
schools
will
all
know
which
grades
will
count
before
and
as
those
grades
are
determined
and
filed
prior
to
this
past
cycle,
of
course,
people
knew
which
grades
would
count.
The
grades
were
only
half
of
the
admissions
criteria.
T
My
concern
is
that
an
admissions
process
that
uses
only
grades,
or
even
mostly
only
grades,
will
make
the
teachers
of
the
sending
schools
be
viewed
less
as
educators
and
more
as
gatekeepers.
This
will
be
a
huge
disservice
to
them.
In
addition,
despite
the
high
level
of
professionalism
in
all
the
bps
teachers,
I've
ever
met,
I
think
an
assignment
policy
based
even
mostly
on
grades,
will
invariably
lead
to
great
inflation
and,
over
time,
will
make
the
admissions
policy
not
sustainable,
because
at
some
point
there'll
be
so
much
compression
at
the
top.
T
There
won't
be
any
meaningful
distinctions
that
could
be
made.
Workarounds
that
were
mentioned
today,
namely
class
rank
and
teacher
recommendations
are
perhaps
worth
considering,
but
will
also
increase
the
role
of
the
teachers.
So
I
hope
that
the
task
force
is
keeping
the
impact
on
teachers
and
the
reality
of
great
inflation
in
mind.
As
you
continue
your
hard
work
on
creating
an
admission
policy
for
the
future,
thanks
very
much
for
your
time.
AA
My
name
is
sherry
kelleher
I
live
in
charlestown.
I
have
a
student
at
the
boston
land,
a
student
at
the
wp,
a
7th
grader
and
a
9th
grader,
and
I
first
of
all
want
to
thank
everybody
for
all
of
the
thought
and
effort
that
they
are
clearly
putting
in.
It
is
a
very
hard
task.
I
also
question
I
appreciate
mr
comp
contemposta's
remark
about
the
800
versus
the
25
000..
I
I
would
actually
question
why
the
800
versus
the
entire
system.
AA
We
had
clearly
have
issues
with
the
pipeline.
We
clearly
have
issues
with
scarcity
and
yet
there's
a
lot
of
effort
being
put
into
these
three
schools
and
their
admissions,
and
that
seems
disproportionate
and
a
lot
of
people
are
bringing
quite
a
lot
of.
It
seems
like
baggage
to
the
table
when
they're
having
these
discussions
to
a
point
somebody
else
made.
AA
AB
P
A
AC
Hi,
thank
you
hi.
My
name
is
somi
kim
I
live
in
matapan
I
identify
as
asian
american.
My
husband
is
dominican.
American,
our
children
are
multiracial.
Our
son
is
a
sophomore
at
boston,
latin
academy,
and
our
daughter
is
a
fourth
grader
at
mildred
ave.
AC
I'd
like
to
thank
the
thank
the
task
force
for
all
the
dedication
and
time
that
you've
poured
into
this
debate
on
equity
and
inequity
in
boston,
and
I
would
like
to
express
my
strong
support
for
reforming
the
exam
school
admissions
process.
Just
from
this,
your
zip
code
reform.
I
think
it's
amazing
that
next
year's
incoming
class
will
be
a
better
reflection
of
the
city
of
boston,
I'm
heartened
by
the
opportunities
and
access
given
to
students
typically
left
out
of
these
public
resources.
AC
I'm
glad
that
privileged
students,
particularly
at
boston,
latin
school,
will
have
the
opportunity
to
be
in
community
with
students
from
diverse
and
rich
backgrounds.
I
think
we
overlook
that
right.
The
the
assets
that
students
from
diverse
backgrounds
bring
to
school
communities.
AC
AC
I
disagree
that
we
need
to
maintain
some
form
of
status
quo
assessment
to
ensure
that
students
are
ready,
quote-unquote
qualified
to
handle
the
exam
schools
or
college.
I
think
we
can
create
better
systems
of
support
and
accommodations
to
ensure
that
every
student
has
the
support
they
need
to
succeed
and
be
their
whole
sales.
We
have
deep
societal
problems
and
this
inequity
reinforce
is
reinforced
by
the
exam
schools.
AC
It
only
deepens
these
problems.
I
want
to
applaud
simon
the
student
here
for
his
astute
question
20
seconds.
What
is
the
purpose
of
exam
schools?
What
is
the
purpose
of
ushering
students
with
the
most
privilege
into
one
school?
If
the
exam
schools
have
the
most
resources?
Wouldn't
it
make
sense
to
re-examine
the
purpose
of
them
and
instead
send
our
lease
resource
students
there?
I
second
his
recommendation
accepting
students
based
on
combination
of
gpa
being
a
pps
student
and
socioeconomic
status.
I
encourage
the
tax
to
continue
pushing
for
change.
Thank
you.
A
A
AD
AD
A
AD
Okay,
I
have
written
my
kind
of
comments
on
the
paper
on
the
iphone.
Sorry
can
I
just
read
my
comments,
otherwise
I
don't
think
I
can
remember
it.
Yes,.
A
AD
Okay,
so
look
at
you
know
thanks
a
lot
for
the
opportunity
and
really
my
comment
is
you
know,
look
at
what
is
committed.
You
failed
failed,
basically
failed
most
of
the
feeders
school
students.
Now
you
play
politics
shift
the
parents
and
the
students
focus
from
working
hard
on
improving
the
feed
their
schools
to
debating
who
have
who
should
have
the
privilege
to
get
into
exam
school,
and
the
last
year
used
name
equity
eliminated
many
hard-working
kids
opportunity
to
study
exam
schools.
AD
This
committee
should
have
should
could
not
fix
feeder
school
and
now
how
the
dramatic
change
on
entrance
of
exam
schools
is
clear
to
me.
This
community
will
not
only
destroy
exam
school
but
also
feed
their
schools.
Think
about
it!
Currently,
you
are
teaching
case
as
long
as
you
are
smart.
As
soon
as
your
parents
have
low
income
or
living
in
the
right
zip
code,
no
need
to
work
hard
anymore.
AD
You
have
to
privilege,
over
other
kids
to
his
inter-existing
school,
will
case,
study
hard
anymore,
what's
equity
many
first
generation
immigrants
like
me,
either
spend
four
or
five
hours
to
prepare
these
two
minutes
comments.
While
you
could
came
out
too
many
beautiful
comments
in
sentence,
our
kids
don't
have
the
english
learning
environment.
Like
your
case,
will
you
consider
equity
when
you
evaluate
immigrant
case
for
school
or
job?
I
really
hope.
Let's
talk
about
equity,
that
this
committee
has
a
breakdown
of
equity.
AD
Do
we
have
the
date
on
why
the
kids
did
not
get
into
exam
school
using
merit-based
method?
What
percentage
is
because
of
low
income,
or
because
of
race,
or
because
of
lack
of
hard
work,
lack
of
commitment?
Do
we
have
number
on
how
much
income
is
needed
to
ensure
a
student?
Have
an
adequate
education
opportunity?
Equity
is
putting
all
kids
on
equal
footing,
prepare
each
case,
be
ready
for
exam
school,
not
just
students,
not
just
put
students
into
exam
schools
arbitrarily.
AD
A
AF
AF
Oh
excuse
my
background.
Sorry,
I
was
in
a
normal
meeting
and
then
it
just
sort
of
put
me
in
here,
but
anyway
my
name
is
karen.
I
am
a
graduate
of
boston
latin
school.
AF
I
graduated
in
2004,
and
I
wanted
to
talk
today
in
particular
to
the
comments
raised
regarding
the
concern
about
without
an
exam
students
admitted
to
exam
schools
based
on
their
performance
and
not
the
results
of
an
inherently
biased,
standardized
test
would
somehow
jeopardize
the
academic
integrity
and
rigor
provided
at
these
schools
and
that
it
sets
diverse
students
up
for
failure
by
placing
them
in
a
school.
That's
beyond
what
they're
academically
prepared
for.
AF
Most
of
these
comments
are
started
with
qualifying
statements
indicating
that
that
positionality
has
nothing
to
do
with
race
or
racism,
but
I
wanted
to
set
the
record
straight
and
say
that
it
absolutely
does
have
everything
to
do
with
race
and
racism
and
if
you
do
not
understand
why,
I
would
strongly
encourage
you
to
go
and
do
some
research
about
how
systemic
bias
and
oppression
manifest
itself,
but
I
also
wanted
to
put
in
a
plug
for
students
like
me,
coming
from
normal
boston,
public
schools.
I,
although
do
I
do
carry
white
privilege.
AF
I
came
to
boston
latin
school
with
only
a
very
general
boston,
public,
school
education,
and
it
is
true
that
the
education
I
got
from
my
boston,
public
schools
was
not
at
all
rigorous
did
not
prepare
me
for
the
demands
of
an
exam
school
and
as
someone
whose
parents
had
her
when
they
were
teenagers.
I
definitely
was
not
privileged
enough
to
have
external
supplementation
to
that
education.
That
gave
me
any
sort
of
leg
up
on
being
admitted
to
or
succeeding
in
an
exam
school.
AF
I
would
like
to
implore
those
parents
who
are
trying
to
get
legal
ramifications
in
support
of
maintaining
an
inequitable
exam
system
to
reconsider
redirecting
their
relative
wealth
towards
paying
for
their
children's
education
and
leaving
the
relatively
few
free
resources
that
were.
A
A
A
A
A
Z
Thank
you
very
much
for
you
for
the
opportunity,
so
I'm
steve
young
from
west
roxbury,
so
exam
school
of
the
mission
policy
is
very
critical
to
the
boston.
I
appreciate
contribution
from
task
force,
but
current
task
force
is
not
professional.
Under
the
person
should
be
involved
to
make
this
critical
decision.
Z
There
is
strong
voice
in
the
task
force
to
keep
that
code
for
this
and
cancel
the
exam.
If
this
becomes
true,
this
policy
will
impact
boston
dramatically
and
negatively.
First
of
all,
many
kids
future
will
be
impacted.
They
cannot
earn
a
spot
by
their
hard
working,
but
their
future
will
be
determined
by
the
zip
code
they
leave.
Secondly,
as
there
will
be
mainly
uncertainty,
if
the
kids
can
be
admitted
to
the
exam
school,
many
people
will
move
out
from
boston
and
nobody
will
move
into
boston.
Z
The
housing
market
will
drop
down
dramatically
unless
tax
will
decrease
and
resource
will
decrease
and
eventually
boston,
public
school
will
become
worse.
Third
also
in
design
school
will
become
average
boston,
public
schools
also
mapping.
Sport
is
currently
ranked
as
a
plus,
well
bps
in
general
is
ranked
at
the
same
price.
The
current
exam
score
at
the
mission
policy
protects
them
from,
particularly
in
temperance,
without
the
exam
and
with
a
zip
code
purchases,
exam
score
will
eventually
collapse
into
errors.
Z
The
current
task
force
is
not
of
the
representative
love,
for
example,
which
suddenly
strongly
affects
that
called
the
policy,
but
barely
speaks
of
the
importance
of
exactly
she
is
currently
the
president
of
the
national
association
for
the
advancement
of
we
have
20
seconds
left.
The
mission
of
the
mlpc
is
to
ensure
the
education
of
equality
for
the
colored
people.
She
speaks
loud
for
the
specific
population,
but
who
speaks
for
the
others
that
current
task
force
is
not
a
professional
lab,
for
example,
academic,
regular
is
talking
very
often,
but
the
future
could
be
meaningful
and
enjoyable.
Z
K
And
can
we
remind
speakers
miss
pervex
that
their
video
should
be
on
if
videos
are
not
on
we're
not
going
to
be
able
to
allow
for
speakers?
Okay,
videos
must
be
on.
AG
Thank
you
hi.
Thank
you
for
giving
me
the
chance
to
talk
tonight.
I
am
the
parent
of
a
first
grader
in
boston,
public
schools
and
I
am
a
product
of
the
texas
experiment.
AG
I
was
two
years
behind
the
first
when
they
started
it,
I
can
say,
having
lived
through
it,
it
caused
a
lot
of
upheaval
and
it
caused
a
lot
of
people.
AG
It
caused
a
lot
of
upheaval
in
people's
decision
making.
My
apologies.
AG
The
the
the
thing.
AG
AG
AG
Hi,
sorry,
I'm
going
to
sum
up
in
about
30..
The
thing
that
I
would
say
about
this
task
force
is
that
they
have
thought
of
this
very
deep,
and
I
appreciate
that.
AG
I
know
that
a
lot
of
people
have
been
very
disappointed
this
year
and
I
feel
that
deeply
because
I
felt
that
when
I
didn't
get
into
the
college
that
I
wanted
to
get
into
I
I
hope
that
we
take
our
personal,
our
personal
disappointments
and
apply
that
to
something
that
is
an
experiment
that
could
really
make
people's
lives
a
lot
better
and
could
really
fix
inequities.
AG
A
I
don't
see
anyone
with
that
name:
abby
maxon.
A
U
Okay,
great
hi,
my
name
is
abby
maxton
carter,
I'm
from
roslindale,
I'm
a
mom
of
a
three-year-old
who's,
a
rising
k-1
student
in
bps
I've
about
a
decade
under
my
belt
as
an
educator
at
umass
austin,
and
I
want
to
say
first
that
I
want
to
really
applaud
this
task
force.
You
have
a
great
group
of
people
here
and
you've
clearly
thought
really
deeply
about
these
problems,
and
I
want
you
to
be
strong
in
your
work
towards
making
a
more
equitable
education
for
everyone
in
boston.
U
You're
not
going
to
be
able
to
make
everyone
happy
so,
but
I
think
we
need
that
equity
in
our
schools,
and
I
would
say,
for
my
part,
since
my
kid
is
so
young.
I
want
to
just
speak
first
about
a
vision.
I
hope
that
in
10
years,
when
my
kid
goes
to
high
school,
that
there
will
no
longer
be
the
sense
of
winners
and
losers
in
boston
if
the
one
we're
ready
to
pick
a
high
school
he'll
have
a
choice
of
well-funded
well-resourced,
high
schools
that
serve
a
wide
variety
of
kids
from
different
backgrounds.
U
I
would
say
that
some
of
you
guys
might
be
familiar
with
the
metaphor
of
an
airplane
with
education,
the
idea
of
headwinds
and
tailwinds
headwinds,
making
it
harder
for
the
plane
to
move
forward,
tailwind's,
pushing
it
forward
and
I'll
just
say
that
I
think
if
we
don't
talk
about
headwinds
and
tailwinds
in
this
context
that
we're
really
not
hitting
the
nail
on
the
head,
it's
not
a
useful
conversation,
so
I
think
that
you
know
tailwinds
be
things
both
of
those
headwinds
and
tailwinds
being
things
like
the
amount
of
income
a
family
has,
if
they're
worried
about
eviction
the
amount
of
education
that
a
parent
has
disabilities
stuff,
like
that,
you
guys
know
all
this
stuff,
but
I
would
say
that,
like.
U
I,
don't
honestly
think
that
it's
that
great
to
have
a
system
that
isolates
kids
with
strong
headwinds
or
strong
wins
into
different
schools.
I
think
that
they
should
go
to
schools
together
and
they
should
be
excellent.
I
think
I'm
intrigued
by
the
lottery
idea.
I
think,
if
you're
going
to
have
an
exam,
you
need
a
system
to
let
all
sixth
graders
know
about
what
their
options
are.
A
AE
Yes,
hi
say.
AH
Hi,
thank
you
very
much.
Thank
you
for
giving
giving
me
the
chance
to
speak
again.
My
name
is
ivan.
I'm
from
west
raspberry,
I'm
a
parent
of
boston,
public
school
and
mr,
as
he
mentioned
many
times,
that
the
new
process
should
be
gaming,
proof
or
at
least
the
gaming
resistance.
AH
So
any
method
using
geographic
factors
such
as
zip
code,
sensors
track
or
geocode
is
not
gaming
resistant.
For
example.
Wealthy
people
can
always
temporarily
move
to
a
favorite,
zip
code
and
then
moving
back
so
today
dr
shepherd
emphasized
how
gpa
is
better
than
sat
or
act.
However,
I
agree
with
miss
skerry
means
miscarriage
as
a
video
college.
Application
is
totally
different
from
middle
school
application.
AH
College
application
uses
a
big
package
and
the
data
they
use
in
their
regression.
Research
are
the
already
admitted
students
based
on
the
whole
package,
and
this
one-year
gpa
only
admission
demonstrated
how
unreliable,
if
you
own
your
cpa
again,
the
harvard
county
school
report
report
part
institute
report
pointed
out
that
using
only
an
and
cost
exam
can
increase
person,
latin
school,
black
and
latino
students
by
up
to
50
percent.
AH
We
should
further
explore
this
and
examine
what,
if
we
use
map
test,
each
students
can
think
of
multiple
map
tests,
for
example
at
the
beginning
and
the
fifth
grade,
and
the
beginning
and
middle
of
sixth
grade
sure,
and
then
there
are
multiple
points,
including
absolute
score
and
growth
score
and
mr
content
contemporaries
propose
a
long
list
today.
All
the
items
on
the
list
are
great,
but
the
only
problem
is
timing.
AH
A
You
I
think
we
were
going
to
try
again
with
them.
You,
you
hung
jia.
A
AI
Okay,
thank
you,
hello.
My
name
is,
and
I
live
in
west
roxbury,
I'm
a
parent
of
two
bps
students,
as
well
as
a
teacher
working
in
a
private
school.
I'm
here
today
to
support
taking
the
test
to
enter
the
exam
schools.
First
of
all,
admission
to
exam
schools
by
zip
code
is
not
only
visually
biased,
but
also
a
discriminatory
measure.
The
policy
doesn't
provide
equal
opportunity
to
the
people
who
are
economically
disadvantaged.
AI
One
of
my
former
students
lived
in
dorchester,
but
he
could
still
afford
to
attend
an
expensive
private
school.
You
cannot
judge
people
based
on
where
they
live.
Secondly,
gpa
can
be
a
measure
for
admission
for
admission,
but
not
the
only
measure
since
each
school
and
each
teacher
has
a
different
set
of
standards
and
a
different
grading
system.
One
of
my
co-workers
teaches
spanish
she's,
a
great
teacher,
but
also
very
strict.
AI
It
is
more
difficult
to
get
an
a
in
her
class,
but
most
of
her
students
can
get
a
gold
or
silver
key
in
the
national
spanish
exam.
So
if
we
only
base
admission
on
gpa,
there
may
be
manipulation
and
abuse
of
the
system,
and
the
student
who
deserves
to
get
in
won't
be
admitted.
If
that
happens,
the
academic
standard
in
boston
will
be
harmed.
AI
I
know
making
a
policy
is
not
easy,
but
I
would
recommend
the
following
measures:
first,
continue
to
assist
administer
exams
along
with
gpa,
I
would
recommend
to
use
either
the
mcas
or
the
map
test.
As
we
all
know,
each
bps
student
needs
to
take
the
mcas
test
every
year
and
many
bps
school
teachers
use
the
map
test
to
evaluate
their
teaching
and
the
students
learning.
If
students
in
independent
schools
or
home
the
schools
force
can
choose
a
day
for
those
students
to
take
either
the
test
if
they
want
to
apply
to
exact
schools.
AI
Secondly,
rather
than
using
the
zip
code,
I
would
rather,
I
would
recommend
using
the
parent
text
forms
as
one
of
the
measures.
This
way,
low-income
families
are
more
likely
to
get
priority.
In
the
end,
I
would
like
to
challenge
the
task
force
members.
Your
decision
will
have
a
profound
impact
on
boston,
public
schools,
as
well
as
boston
at
large.
The
results
may
have
a
positive
outcome
or
some
consequences.
AI
K
It
are
there
any
other
comments
that
folks
have
for
tonight.
Okay,
miss
aguirre;
yes,.
AB
AB
There
are
more
people
watching
than
actually
can
attend
the
meetings,
so
I
think
that
will
be
very
important
for
having
like
more
people
having
access
to
the
discussion
and
make
it
more
equitable
and
more
transparent
that
all
the
materials
are
translated
and
also,
I
wonder
if
the
the
emails
that
we
are
receiving
with
the
people
who
are
presenting
their
their
cognition
writing
if
they
are
going
to
be
in
their
website
and
if
they
can
also
be
translated.
AB
K
Thank
you,
mr
getting
we'll
follow
whatever,
as
a
task
force
of
the
school
committee
will
follow.
Whatever
the
school
committee
is
doing
and
so
we'll
be
sure
to
confirm
with
the
chair
and
vice
chair,
how
they
would
like
to
how
they
are
currently
handling
those
issues
that
you've
raised
and
we
will
follow
suit
as
a
as
a
task
force
of
the
school
committee.
K
B
Thank
you
and
thank
you
all
for
your
patience
been
a
long
evening.
If
there's
nothing
further,
I
will
entertain
a
motion
to
adjourn
the
meeting.
May
I
have
a
motion.
Please
may.