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From YouTube: Exam School Admissions Task Force Meeting 6-24-21
Description
Exam School Admissions Task Force Meeting 6-24-21
B
B
After
I
finish
introducing
the
interpreters,
we
will
activate
the
interpretation
icon
at
the
bottom
of
your
screen:
click
the
icon
to
select
your
language
preference.
Our
spanish
interpreter
this
evening
is
luz
bareito
longus.
Will
you
please
invite
our
spanish
speaking
audience
to
switch
their
zoom
channel
in
spanish.
C
C
D
B
B
G
H
B
B
We
will
now
activate
the
interpretation
icon
at
the
bottom
of
your
screen
and
I'd
like
to
remind
everyone
to
speak
at
a
slower
pace
to
assist
our
interpreters,
we'll
move
on
now
to
the
approval
of
the
minutes
from
the
june
14.
2021
meeting
you've
all
received
these
at
this
time.
I
would
like
to
entertain
a
motion
to
approve
the
minutes
as
presented.
N
B
L
My
my
the
thing
that
says
dr
tong
agreed
the
last
sentence
ends
with
it
mitigates
gaming,
the
system
and
stereotypes
and
what
I
said
was
end
stereotype
threat,
and
I
I
would
like
sorry.
A
O
O
P
B
M
I
move
to
approve
the
minutes
with
any
necessary
corrections.
Thank
you.
O
O
H
A
B
Thank
you
we'll
move
on
now
before
we
take
the
next
item
on
the
agenda.
I'll
just
remind
everyone
that
we
will
be
meeting
on
monday
and
tuesday,
beginning
at
5,
and
recognizing
that
we
have
a
short
timeline.
B
B
It
is
my
intent
to
present
a
summary
of
where
I
think
we
have
discussed
as
much
of
the
eligibility
requirements
as
we
can
and
there
will
be
a
slide
presented
and
if
indeed,
we
will
find
time.
I
hope
this
evening
to
discuss
it
and
if
possible,
we
will
either
reach
consensus
on
it
or
take
a
vote
or
delay
it
until
monday.
B
B
M
Thank
you
I'm,
mr
contemposis.
You
know
I
do
want
to
in
advance
thank
the
members
of
the
task
force
for
your
diligence
in
in
this
work,
for
your
commitment
to
really
meeting
the
charge
that
has
been
set
before
us,
which
is
you
know,
it
is
quite
the
challenge
to
balance.
M
You
know
all
of
the
the
factors
that
we've
been
charged
to
balance
expanding
the
applicant
pool
being
won
and
maintaining
rigor
being
another
make
ensuring
that
or
help
not
ensuring,
but
being
mindful
of
the
geographic
diversity
represented
in
the
schools
being
mindful
of
the
socio-economic
diversity
within
the
schools
and
and
also
the
racial
and
ethnic
diversity
within
the
schools.
M
All
of
those
factors,
I
think,
probably
presents
one
of
the
most
challenging
the
most
challenging
questions
for
us
to
answer
that
we've
seen
yet
this
year
in
in
this
space,
and
so
I
do
appreciate
your
diligence.
I
appreciate
your
focus.
I
appreciate
your
commitment
to
trying
to
doing
the
best
that
we
can
on
this
with
that
being
said,
we've
got
a
long
few
days
ahead
of
us,
but
I
do
remain
optimistic
that
we
are
going
to
present
to
the
school
committee.
M
A
solution
to
this
charge
that
really
does
meet
the
moment,
and
so
I
again
I
thank
you
in
advance
for
the
time
that
you're
gonna
put
in
that
you've
already
put
in,
but
that
you're
gonna
put
in
that
we're
gonna
put
in,
and
I
remain
committed
to
us
achieving
consensus,
and
what
that
means
for
me
is
that
we
come
to
the
point
where
we
have
a
solution
that
we
all
can
feel
helps
to
move.
Our
city
forward
helps
to
move.
M
Our
district
forward
helps
to
move
these
three
schools
forward.
Okay-
and
that's
for
me,
the
goal
recognizing
that
it
is
going
to
require
all
of
us
to
give
on
some
points
that
we
may
feel
deeply
passionate
about
that.
We
may
feel
that
we
may
feel
our
important
issues
or
points,
but
but
the
goal
here
is
to
take
steps
not
just
a
step,
because
we
are
capable
of
taking
steps
taking
steps
forward
in
this
work.
M
So
with
that,
I
look
forward
to
seeing,
I
think
miss
hogan
has
some
data.
I
would.
I
would
like
for
us
to
any
data
that's
presented
tonight,
I'd
like
for
it
to
be
complete.
If
it's
not
complete
data,
let's
wait
until
monday.
M
I
want
to
make
sure
that
whenever
at
this
point
any
data
we're
reviewing
is
complete.
So
if
there's
complete
data
and
analysis
available
for
tonight,
let's
let's
see
it,
and
then
we
will
turn
to
our
conversation
on
eligibility.
B
Ms
sullivan,
would
you
like
to
give
an
introduction
to
the
data
that
has
been
requested
by
the
task
force
that
ms
hogan
is
working
on,
because
I
don't
think
at
this
particular
point
in
time
at
least
the
message
I
received
was
that
all
of
the
data
requested
was
not
available,
and
perhaps
you
might
want
to
introduce
what
it
is
that
we
will
be
reviewing
if
not
tonight,
monday.
M
So
I'm
not
sure
I
understand
the
question,
but
let
me
I
can.
What
I
can
share
is
is
the
outstanding
data
request,
which
is
again
the
census
tracts
in
census
tract
groupings,
and
so
it
is
my
understanding
that
there
is
a
team
working
diligently
to
to
look
at
census,
tracts,
look
at
census,
tract
date,
that
census
track
groupings
and
to
also
look
at,
I
believe
you
know
some
some
of
the
data
relative
to
woody
populations.
What
am
I
looking
for?
M
School-Aged
children,
sorry
in
the
city
of
boston,
so
my
understanding
is
that
that
data
is
still
being
gathered.
That's
at
least
my
understanding,
ms
hogan
you'll
correct
me
if
I'm
wrong
and
that
it
is
forthcoming.
But,
most
importantly,
my
understanding
is
that
the
team
is
working
diligently
to
to
pull
everything
together.
So.
B
M
M
So
I
guess
my
question
for
miss
hogan
is:
do
you
have
any
updated
data
that
you
can
share
with
us
tonight,
if
not
complete
data?
If
not,
then
let's
get
on
to
the
conversation
about
eligibility,
because
I'm
sure
that's
going
to
take
us
the
next
two
hours.
R
R
The
so
the
request
last
week
from
dr
tong
during
the
task
force
meeting
was
about
simulations
that
incorporated
the
bonus
points.
So
we've
completed
simulations
the
two
existing
simulations
that
we
looked
at
were
20
city-wide,
80
census,
tract
tiers
and
then
100
census
track
tiers.
So
we
incorporated
the
bonus
points
into
both
of
those
simulation
options,
and
that
is
what
is
ready
to
present
great.
R
R
Called
simulation
set
three
because
we've
already
looked
at
set
one
and
two
previously,
and
so
as
a
reminder.
The
assumptions
within
these
simulations
there
are
a
thousand
invitations
to
distribute.
R
R
R
Gpa
was
calculated
using
fall
grades
only
fifty
percent
gpa
and
fifty
percent
ic
score
in
this
simulation
again
it
doesn't
incorporate
school
preference
and
then
it's
caveat
here
at
the
bottom.
R
M
Not
available
for
metco
for
for
students
who
attend
mecco.
R
Metco
would
be
considered
another
public
school
district,
so
it
would
be
available
for
that.
R
And
then,
we've
previously
looked
at
six
different
tier
options
to
fit
the
data
on
the
slides
more
easily.
We've
included
tier
options,
one
five
and
six,
and
these
are
the
options
that
include
the
english
language.
R
Variable
so
this
should
look
very
similar
in
format
to
previous
slides
you've
seen
the
top
table
is
a
reminder
of
past
data,
and
the
bottom
table
shows
the
results
from
the
simulation.
R
Okay,
so
in
the
fall
of
2019
yep,
they
took
the
ic
okay.
They
went
through
the
application
process
and
then
enrolled
in
seventh
grade
in
the
fall
of
2020..
M
Thank
you,
and
so
the
top
bar
is
the
data
that
we
have
seen
before
this.
The
lower
bar
with
the
color
coding
is
your
new
simulation
correct,
and
this
is
reflective
of
what
the
applicant
pool
would
have
looked
like
for
school
year.
2021,
yes,
had
this
been
okay
had
the
ten
percent.
This
is
the
high
poverty
indicator.
We
haven't
used
the
term
bonus
point,
so
I
just
I
just
want
to
be
clear.
That's
that's
new
that
that's
new
terminology,
so
this
is
the
high
poverty
indicator
that
has
been
discussed.
S
Your
question
is
this
data:
if
students
took
the
50
is
this
based
on
the
50
grades,
50
ice?
Yes,
okay,.
M
T
Was
just
wondering
if
you
could
explain
how
what
it
means
that?
Can
you
kind
of
explain
the
10.
T
Not
the
high
property
indicator,
but
how
it's
implemented
in
like
an
algorithm
or
what
10
actually
means
relative
to,
because
we
don't
have
points
so
I'm
just.
I
just
want
to
understand
because
to
your
point,
bonus
points
doesn't
sound
like
the
correct
term
yeah
right,
but
I
I
see
that
it's
a
10
kind
of
advancement,
but
I
just
don't
quite
understand
what
that
means.
Just
from
implementation
perspective.
R
R
We
did
the
same
with
the
ic
and
looked
at
the
total
possible
points
and
scaled
the
scores
that
way
and
then
added
them
together,
giving
you
a
total
possible
score
of
a
two
and
then
what
has
been
referred
to
is
10
points
in
conversation
and
so
made
the
choice
of
10
being
10.
I
think
that
is
a
decision
point
that
needs
to
be
made
but
had
not
been
defined
enough
through
conversation
at
this
point.
So
in
this
process,
10
of
2
would
be
0.2.
T
I
believe
so
so
if
it
were
a
mechanism,
for
instance,
where
grades
were
the
the
only,
for
example,
the
only
thing
comprising
a
score
because,
for
instance,
we've
been
talking
about
exam
as
a
threshold
which
is
a
really
different
model.
From
from
this,
it
would
basically
be
a
10
percent
increase
of
the
grade
average.
I
don't
like
to
say
gpa
either,
but
the
grade
averages
is
what
the
10
would
mean.
Is
that
right.
R
Yeah-
and
I
I
think
what
has
been
referenced
in
conversation
has
been
10
points,
but
to
your
point,
because
we
don't
have
necessarily
a
point
system.
We
needed
to
make
a
decision
on
how
to
simulate
that
and
so
interpret
it
as
ten
percent.
But
again
would
need
to
be
a
decision.
Point
great.
Q
R
Q
M
Yes,
because
it's
based
on
the
school,
we
do
not.
You
know
we
do
not
have
access
to
student
level.
M
I
think
zoe
miss
nagasawa
may
have
asked
about
this
a
few
weeks
ago
in
terms
of
having
access
to
student
level
or
family
level
socioeconomic
data,
so
anything
that
we
propose
is
going
to
be
even
similarly
so
like
this
even
using
the
the
tiers,
the
ses
tiers
is
going
to
be
based
on
kind
of
more
macro
versus
individualized
for
any
student,
but
this
would
apply
to
any
student
who
is
attending
a
high
poverty
school,
with
the
rationale
being
access
to
resources
right.
M
M
Then
you
would
have
you're
more
likely
to
have
access
to
the
necessary
tools
that
would
help
to
in
curriculum.
That
would
help
prepare
you
for
any
of
these
assessments.
Q
Yeah
I
mean-
and
I
see
that,
but
I
still
think
that's
a
little
bit
of
problem
for
the
medical
students
and
also
on
the
other
side
I
mean
not
in
every
school,
with
like
the
50
percent
low
economic
status.
That
means
that
maybe
50
of
the
kids
don't
apply
for
that.
So
we
may
end
up
giving
the
10
bonus
to
the
students
who
have
like
enough
resources
at
home.
U
Yeah
miss
aguirre.
I
just
wanted
to
add
that,
like
it
would
be
the
same
for
students
whose
families
would
potentially
be
designated
as
economically
disadvantaged
in
bps,
even
if
they
attend
a
school
that
is
not
considered
to
be
economically
disadvantaged
to
the
same
as
the
students
who
are
attending
metco
schools.
U
So
that
would
happen
actually
similarly
across
schools,
because
I
would
say
every
school
in
boston
has
students
who
would
be
designated
as
economically
disadvantaged,
but
they
would
not
get
the
additional
points
based
on
the
school
that
they
attend.
I
am
just
curious.
I
know
10
has
been
the
number
we've
been
saying
all
along
and
I
didn't
know
if
there
was
a
statistical
significance
to
the
number
10
just
curious,
why
we
picked
10.
R
R
R
Those
are
the
tier
options.
Remember
a
few.
I
can
show
you
a
slide.
I
thought
there
were
eight
tiers.
There
are
eight
tiers,
but
there
were
six
tier
options.
R
And
my
understanding
from
task
force
conversations
is
that
we
have
not
decided
between
option
one,
which
would
be
the
same
as
what
chicago
uses
option.
Five,
which
would
switch,
take
out
median
household
income
and
use
the
percentage
of
people
in
poverty
in
its
place
or
option
six,
which
would
remove
median
household
income
and
use
the
index
of
concentration
at
the
extremes
in
its
place.
R
M
E
H
R
So
the
the
next
two
slides
show
data
by
zip
code.
This
is
the
the
historical
data,
the
reference
slides
that
you'll
see
repeated
again.
P
V
V
H
R
P
R
Now
quite
fit,
but
you'll
receive
super
helpful
thanks.
All
of
these.
R
Option
five
is
the
replacement
taking
out
median
household
income
and
replacing
it
with
the
percentage
of
people
in
poverty.
Thank.
P
V
V
P
M
Can
you
scoot
over
the
the
one?
That's
on
top
just
a
little
bit?
We
can
just
so
we
can
see
the
nate
yeah,
so
we
can
see
the
neighbor.
We
can
see
the
neighborhoods
on
the
screen,
but
then
also
be
able
to
see
perhaps
the
neighborhoods
just
a
little
bit
of
the
neighborhoods
on
the
second
screen
just
so
that
we
can
just
make
sure
that
we're
following
the
raid,
okay
or
or
that
yeah.
Thank
you.
M
M
M
R
V
P
R
So
what
changes
here
is
a
hundred
percent
distribution
by
tier
instead
of
20
80..
So
this
is
similar
to
simulation
two
that
we've
seen
previously.
P
M
R
F
F
M
R
P
R
So
I
mentioned
this
on
a
previous
slide,
but
also
wanted
to
put
the
four
simulation
options
on
a
slide
next
to
each
other.
So
you
could
see
changes
between
simulations.
R
Bottom
left.
It's
the
20
city-wide
80
tears
with
the
high
poverty
I'll
change
that
language
and
bottom
right
is
the
100
tears.
R
M
P
P
M
Thank
you,
miss.
U
I
grasa
to
thank
miss
carrick
for
saying
that,
because
I
do
know
for
some
of
our
students
there's
a
grade
change
in
sixth
grade,
especially
if
you
go
to
a
school
that
does
not
your
elementary
school
does
not
have
a
sixth
grade,
so
it's
possible
that
some
kids
could
attend
an
economically
disadvantaged
elementary
school
and
go
to
an
economically
advantaged
middle
school
or
upper
grades,
or
maybe
vice
versa.
U
I
think
both
options
could
happen
and
just
wanted
to
name
that.
M
So,
based
on
that,
it
sounds
like
we
should
look
at
the
fifth
grade
school,
the
school
that
the
child
attended
in
the
fifth
grade
versus
the
sixth
grade,
because
I
agree
with
that
point
as
well,
but
I
mean
this
is
you
know
just
a
note,
but
otherwise
this
is
very
helpful
data.
Thank
you,
miss
hogan.
Can
we
go
to
the
next
slide?
Please
this.
R
M
R
M
M
M
Okay,
any
thoughts
reactions
to
the
data
that
was
just
shared.
B
B
M
Right
and
increasing
right,
the
socio-economic
diversity
piece
so
very
helpful.
All
right,
miss
dr
tong
and
then
mr
craiger.
L
One
other
observation
from
the
slides
that
mrs
hogan
just
showed
us
that
we're
much
more
inclusive
when
we
do
a
hundred
percent,
rather
than
80
percent
by
tier
and
then
another
observation
that
brings
in
data
from
an
excel
file
that
miss
hogan
shared
with
us
that
I
don't
want
to
well.
I
know
we're
talking
about
eligibility
today
and
not
selection
mechanism,
but.
L
Well,
so
all
the
all,
the
data
that
ms
hogan
just
showed
was
using
the
tier
allocation
for
that
recognizes
socioeconomic
distribution
around
the
city,
but
not
necessarily
neighborhood
diversity
and
a
set
of
tables.
And
I
can't
remember
the
title
of
the
excel
file.
But
looking
at
those
told
me
that
the
tiers
would
certainly
be
an
improvement
over
the
pre-pandemic
way
that
we
did
things
city-wide
but
they're,
not
necessarily
better
than
the
pandemic.
N
I'm
just
going
to
state
first,
my
miss
hogan
apologies
for
the
pandemic
pop
making
a
presence
known
my
thanks
to
ms
hogan
for
producing
this
data,
and
second
I'm
genuinely
intrigued
about.
What's
here
and
look
forward
to
discussing
this.
M
Mr
crater
anything
else.
M
Okay,
all
right,
so
I
think
we're
ready
to
turn
our
attention
back
to
eligibility
and
what
I'd
like
to
do,
because
I
I
just
want
to
make
sure
that
we
understand
kind
of
where
we
left.
Mr
prager
is
your
hand
up
for
remainder
or
okay.
I
want
to
make
sure
that
we're
clear
on
where
we
left
the
conversation
on
whatever
day
it
was
the
last
time
we
met.
M
I
don't
even
remember
at
this
point
with
respect
to
the
eligibility
pool,
because
I
know
that
there
were
some
members
who
were
not
able
to
join
us
for
that
meeting,
and
so
mr
condom
passes.
Do
you
want
to
walk
through
where
we
left
off,
because
I
think
you
had
the
last
word
on
this
with
respect
to
the
assessment
as
a
threshold
and
then
the
grades?
How
that
would
factor
in.
B
M
B
Minute
and
what
I've
tried
to
do
is
summarize
the
discussions
that
we've
had
as
best.
I
could.
B
M
B
P
M
We
can
definitely
talk
through
it
with
respect
to
kind
of
where
we
left
the
conversation,
and
we
were
talking
about
specifically
school
year
or
the
application
process
that
would
begin
in
22.,
and
we
talked
about
using
where
we
left
the
conversation
was
using
an
assessment
as
a
threshold
for
could
we
miss
parvex?
Okay,
I
can
do
it
there.
M
We
go
using
the
using
an
assessment
as
a
threshold
to
get
into
the
pool,
and
what
we
had
indicated
was
that
a
student
could
qualify
for
the
pool
by
having
either
demonstrating
grade
level
performance
on
mcas,
fifth
grade
mcas
or
fifth
grade
nwea.
M
Or
indicating
grade
level
using
a
sixth
grade,
nwea
score,
okay,
a
student
would
have
two
opportunities
to
qualify
for
the
pool,
correct
right
once
in
the
pool
we
would
use.
This
is
again
the
last
conversation.
No
decisions
were
made
just
reflecting
back
what
we
talked
about
once
in
the
pool.
We
would
use
the
grades
of
the
student
and
since
we're
talking
about
22,
that
would
be
the
fifth
grade.
Ela
and
math
in
the
sixth
grade,
ela
math
science
and
social
studies.
M
Okay,
so
we
take
the
grades
and
potentially
looking
at
that
high
poverty
factor
as
well
and
students
would
be
then
in
in
and
that
would
be
used
to
kind
of
depending
upon
what
mechanism
is
chosen
that
would
be
used
to
either
allocate
determine
the
order
in
which
students
have
the
opportunity
to
select
a
seat,
whether
that's
using
100,
tiers
or
using
the
2080.
We
would
students
would
be
ranked
or
or
the
other
option
is
once
they're
in
the
pool.
M
Having
met
that
kind
of
assessment
threshold
and
having
met
a
grade
threshold
of
having
a
b
average
or
better
they,
they
would
be
placed
into
some
sort
of
qualified
lottery.
Okay,
but
from
an
is
that
I'm
seeing
heads
nodding
and
did
I
so
right?
So
that's
about
so
so
that
we
had
that
conversation.
M
Then
there
was
a
conversation
about
what
about
the
student
who
is
top
of
their
class.
They
have
the
a
average,
but
for
whatever
reason
they
are
unable
to
clear
that
assessment
threshold.
Is
there
something
that
we
could
do?
Is
there
something
that
we
should
do
to
take
into
consideration
that
student
profile?
M
M
What
day
was
that
was
that
was
that
monday
friday
was,
that
was
friday?
No,
it
was.
M
M
M
Okay,
there
was
concern
raised
with
respect
to
the
assessment
being
used,
as
essentially
a
gate
to
the
pool
okay
and
that
I
just
want
to
put
that
on
the
table
right
put
that
into
the
space
as
something
that
we
need
to
talk
about,
so
that
we
can
hopefully
put
this
eligibility
conversation
to
bed
tonight.
L
Yeah
so
y'all
know
where
I
stand
on
test
for
no
test,
but
I
wanted
to
add
another
option
to
the
two
that
ms
sullivan
raised,
because
eligibility
based
on
a
score
just
makes
me
so
uncomfortable
for
for
many
of
the
reasons
that
we've
gone
through
before
so
another
option
would
be
to
use
a
composite
score.
That
includes
both
gpa
and.
L
With
weighting
them
dependent
on
the
conversation.
L
B
V
B
M
So
what
dr
tong
is
putting
on
the
table
for
conversation
is
the
question
around
whether
we
could
or
should
do
that.
M
Okay,
okay,
miss
stocks,
okay,
handsome,
like
hands
up
down
up
down
miss
skerritt,
then
miss
lum.
T
Is
just
an
additional
quick
clarifying
question
it
does
that
mean
that
the
exam
would
have
to
be
differentiated
by
the
absolute
score
of
the
exam,
as
opposed
to
a
threshold
score
just
trying
to
understand
mechanism
for
the
discussion.
L
I
think
the
way
I
was
thinking
about
it
is
miss
hogan's
team
would
figure
out
a
way
to
make
it.
You
know
come
up
with
a
composite
score
that
deals
with
the
fact
that
the
mcas
is
on
a
different
scale
than
the
map
group
and
we've
seen
that
done
in
other
cities.
L
It
could
be
either
so
it's
just
like
mr
contemposis's
suggestion
that
there's
a
eligibility
cut
score
on
a
test.
We
I'm
just
suggesting
that
there
could
also
be
a
composite
cut
score,
that's
based
on
gpa
and
test,
or
if
this
election
mechanism
ends
up
being
ranking
that
their
kids
would
be
ranked
on
their
composite
score.
X
X
You
know
system
for,
as
as
the
as
a
sort
of
like
the
the
entry
point
where
you
know,
how
would
they
you
know
the
tears
come
into
to
play
in
this
decision
and
how
would
their
presence
of
the
drawing
from
them
impact
or
not
the
pool
and
the
composite
score.
L
Well,
this
is
where
the
conversation
has
been
difficult,
where
we
separate
eligibility
from
mechanism
because
it
matters
right.
So
in
my
world,
in
my
best
world
we
would
definitely
based
on
the
data
we
just
saw.
We
would
definitely
make
sure
that
we
distribute
seats
proportionate
to
whatever
geographic
grouping
we
decide
on
geographic
or
socioeconomic
grouping.
L
X
Because,
of
course,
we'll
we'll
just
need
to
see
how
the
data
plays
out,
and
I
think
I
think
it's
worth
of
course,
and
of
course
the
the
golden
question
is:
how
do
you
know?
How
would
this
waiting
happen
and
what
what
formula
or
algorithm
will
it
follow,
but
yeah,
I
do
find
it
in
treatment,
so
I
don't
want
the.
X
I
don't
want
the
details
to
to
bury
the
idea
quite.
M
L
M
M
B
B
M
Yeah,
so
I
actually
you
know,
I
have
to
tell
you
that
you
know
last
week
I
I
was
following
that
logic,
but
then,
as
I
reflected
on
the
data-
and
you
know
that's
my
thing,
I
want
to
know
what
the
data
says
beyond
what
we
feel
so
reflecting
on
the
data
relative
to
assessments.
M
My
concern
is
that
if
we
were
to
use
the
threshold,
we
make
the
assessment
even
more
high
stakes
than
it
was
under
the
pre-covered
policy
and
part
of
our
part
of
you
know,
and
there
were
already
concerns
about
how
high
the
stakes
were
with
the
assessment
by
making
the
assessment
the
only
way
you
can
get
into
the
pool
it's
we,
we
have
raised
the
bar
in
a
way
that
the
data
suggests
would
be
more
exclusionary
and
counter
to
our
charge,
and
so
while
for
me,
I'm
not,
you
know
listening
to
this,
I'm
not
I'm
not
doing
backflips
in
joy
about
having
a
composite
score.
B
M
J
W
Yes,
so
I'm
wondering
and-
and
I
need
probably
some
of
the
school
leads
to-
maybe
help
inform
this
question
a
little
bit
more
and
I'm
sorry
for
the
outside
noise
in
my
neighborhood.
W
W
W
I
don't
know,
I
mean
I'm
not
sure
if
average
is
probably
average
is
probably
not
the
right
way
to
go,
but
if
there's
another
modality,
we
can
use
to
figure
out
a
way
that
balances
bias
or
protect
the
potential
of
bias
with
the
actual
outcomes
of
scoring
and
whether
that
ends
up
being
used
as
the
threshold
or
used
as
the
qualifying
minimum
to
get
into
the
pool
in
combination
with
gpa
in
a
weighted
measurement.
W
That's
for
further
discussion,
but
just
recognizing
that
this
gap,
which,
having
worked
for
the
district
10
years
ago,
has
been
persistent
since
this
for
probably
longer
than
that.
There
is
clearly
something
systemically
embedded
in
that
difference
that
we
need
to
somehow
counter
with
our
discussions.
L
I
asked
the
same
question
of
dr
shepard
yesterday
and
that's
when
she
said
that
the
the
cut
scores
should
be
something
like
the
state
or
national
average,
since
we
don't
know
which
test
we're
talking
about
that
would
be
low
enough
to
it
would
we
would
still
have
group
main
differences,
but
at
least
it
would
include
a
lot
of
the
kids
on
the
upper
left
quadrant
of
the
scatterplot
that
she
showed
us
so
that
they
would
have
a
chance
to
get
to
to
one
of
our
selective.
N
Just
to
give
a
little
bit
of
voice
to
this,
I'm
intrigued
by
a
model
that
to
mr
kant,
hypothesis
question
returns
us
to
some
form
of
two-factor
combination
here,
and
I've
expressed
concern
about
too
heavy
reliance
on
tests.
Quite
similarly,
we've
all
expressed
concern
about
two
heavier
reliance
downgrades,
while
I
think
it's
quite
likely
that
dr
shepard
and
and
all
the
research
behind
it
is
quite
correct
that
the
that
grades
are
a
more
reliable
indicator
on
much
of
this.
N
I
think
we've
all
seen
both
through
the
testimony
that
we've
heard
over
the
last
several
months
as
as
well
as
through
you
know,
the
stories
we've
read
about
the
dangers
of
great
inflation
grade,
deflation.
What
have
you
and
the
benefit
that
could
come
from
relying
on
more
than
one
factor
to
get
us
where
we
need
to
go?
I'm
I'm
quite
intrigued
by
a
model
that
includes
the
you
know,
the
additional
high
poverty
school
indicator
in
what
we're
doing,
and
instead
of
using
the
test
as
a
qualifier,
could
move
us
toward.
N
You
know-
and
I
don't
know
what
the
right
percentage
is,
but
something
that's
more
like
70
grades,
so
that
it's
a
more
accurate
reflection
of
what
you're
learning
in
the
class
and
30
exam.
I
don't
have
the
the
right
numbers
for
the
group,
but
something
along
those
lines.
It
places
the
greater
emphasis
on
several
years
worth
of
classroom
work
rather
than
your
one-time
performance
on
a
test,
but
that's
my
gut
as
to
a
way
to
get
us
to
value
these
things
appropriately.
B
I
think
she
was
first
okay,
all
right.
T
Thank
you.
This
may
be
a
few
considerations
for
us
as
we're
talking
out
kind
of
these
two
different
models,
fresh
threshold
and
then
a
composite
score,
and
I'm
also
wondering
at
some
point
to.
I
think
it
would
be
helpful
to
look
at
the
visual
if
there
is
something
of
what
we
might
have
discussed
but
related
to
this.
I
think
we
should
just
thinking
about
keeping
things
simple
as
well
the
multiple
opportunities
to
reach
the
pool,
I
think
works
well
with
threshold.
T
I
do
think
it
could
be
complicated
by
different
types
of
tests
if
the
specific
score
is
necessary
for
a
composite.
So
just
something
for
us
to
think
about,
especially
do
people
get
to
retest
and
use
the
best
score
and
a
lot
more.
T
That
gradation
could
make
our
earlier
suggestion
of
multiple
opportunities
more
complicated
and
I
think,
might
need
to
be
considered
in
our
in
our
conversation
as
we
weigh
this
through.
I
know
dr
tong,
you
mentioned
that
there
is
the
possibility
to
cross
walk
score
types,
but
I
think,
when
you're
drilling
down
to
get
that
specific
score
versus
a
threshold
that
could
be
challenging.
T
I
do,
however,
also,
though,
think
that
a
composite
score
with
multiple
indicators
does
work,
probably
better
with
that
for
the
high
poverty
index,
as
opposed
to
a
singular
mechanism.
But
I
do
have
concerns
about
multiple
test
types
and
how
that
equals
into
a
composite
score.
So
I'm
just
raising
factors
for
the
discussion,
but
I
would
like
to
look
at
the
graphic
at
some
point.
B
J
M
L
I
I
think
I
can
respond
to
both
mrs
garrett
and
mr
mr
khan's
process.
Ms
garrett,
I
appreciate
the
push
around
the
difference
between
using
a
test
score
and
using
a
cut
score
and
there's
definitely
research
that
shows
that
using
bands,
instead
of
a
score,
increases
opportunity
and
inclusion,
particularly
in
singapore.
M
Number
mr
condom
position:
jeremiah.
B
I
would
like
to
just
simply
show
the
slide
and
it
does
include
what
I
thought
was
an
appreciation
for
threshold,
but
let's,
if
we
can,
we
can
show
it
it's
another
kind
of
setting,
and
I
tried
to
deal
with
this
in
a
phased-in
kind
of
approach.
B
B
V
B
Had
not
changed,
I
hadn't
done
anything
with
the
the
mechanism
by
which
we
would
do.
B
Because
I
wanted
to
separate
them
out
the
idea
around
taking
the
assessment
more
than
once
was
also
in
this.
It
would
have
been
done
during
the
spring
during
the
spring
of
fifth
grade
year
and
during
the
fall
of
sixth
grade
year.
B
But
my
intent
here
was
to
include
an
assessment
in
whatever
process
we
chose
for
2324,
but
that
assessment
would
be
a
threshold
value
and
would
not
count
toward
the
ranking
of
the
student.
That
would
be
strictly
done
by
gpa
and,
as
I
mentioned,
for
2223.
B
What
I
indicated
is
that
there
would
no
will
not
be
an
assessment
for
that
year.
Only
and
all
applicants
would
submit
a
gpa
of
be
a
better
based
on
grade
level.
Performance
standards
meets
or
exceeds
to
become
eligible
for
the
pool,
and
then
the
gpa
would
be
determined
by
the
mechanism
that
we
had
put
in
place
that
I
thought
we
had
agreed
to,
and
that
was
sixth
grade
only
first
two
quarters
or
first
trimester,
and
they
would
be
in
english,
language,
arts,
math,
science
and
social
studies.
B
B
But
again
we
tend
to
now
be
looking
at
reinstating
the
test
and
using
a
score
on
that
test
to
determine,
along
with
the
gpa,
a
composite
score,
which
could
be
ranked
in
order
higher
the
lowest
or
could
be
done
on
the
basis
of
a
lottery
with
all
of
the
seats
that
are
available.
B
So
I
guess
that
summarizes
where
I
think
we
happen
to
be
other
than
what
is
the
percentages
that
we
would
set
aside
for
the
value
of
the
test
and
the
value
of
the.
B
And
that's
why
I
came
up
with
an
assessment
used
only
for
eligibility
which
would
be
the
equivalent
of
what
we
used
when
we
determined
the
interim
process.
Without
the
assessment
and
what
I
am
proposing
or
what
I
was
proposing
for.
B
M
Okay,
so
do
we
wanna
take
the
slide
down?
M
Yes,
yep
perfect,
let
me
see
hands,
hands.
J
M
L
M
Wait,
I'm
sorry,
dr
chung,
I'm
looking
at
facial
expressions.
Can
you
explain
what
you
just
which
you
just
I
I
follow
what
you
just
said,
but
I
don't
know
that
I
saw
a
few.
I
saw
a
few
heads
move
so.
L
I
I
feel
mr
content
processes
frustration
because
it
sounds
like
you
thought
you
were
reducing
the
weight
taking
away
weight
on
a
test
by
just
using
it
with
a
cut
score
to
get
into
the
eligibility
pool.
So
not
it's
not
involved
in
the
selection
mechanism,
but
but
my
interpretation
of
using
just
a
test
score
is
that
it
takes
on
a
hundred
percent
weight
instead
of
part
gpa
part
test
score.
M
And
that
is
because
I'm
just
because
again,
I'm
just
want
to
make
sure
that
folks
follow
that
right.
Because
in
order
to
get
into
the
pool
for
consideration,
you
have.
The
assessment
is
the
only
determining
factor
for
getting
in
the
pool,
which
means
that
which
which
makes
it
a
hundred
percent
of
the
qualifier
for
the
pool.
L
But
I
have
a
question
if
folks
are
get.
My
point
first
point
which
is
mr
contemposis:
if
we
use
your
eligibility
criteria
and
we
agreed
that
we
would
do
lottery
by
po
or
scs
for
the
selection
mechanism.
M
I'm
sorry
again,
dr
sung
one
moment
so
I
believe
miss
parvex.
Can
we
help
the
interpreters
get
on
the
right
channel.
L
All
right,
my
question
is:
if
we
use
a
test
score
for
eligibility
and
add
points
or
percentages
for
attending
a
high
poverty
school
and
then
in
a
different
discussion,
we
choose
lottery
over
rank
order.
How
would
gpa
play
into
that
scheme.
L
M
P
L
P
V
M
M
O
O
M
O
W
M
W
Would
it
be
a
combination
of
the
assessment
score
threshold
and
the
b
or
better,
like
you,
have
to
do
both
and
is
that
how
it
would
work
in
order
to
qualify
to
get
into
the
pool
we
didn't?
We
haven't
discussed
that
actually,
because
that's
that's
where
I
was
getting
confused
and
I
don't
know
if
that
again
is
where
dr
tong
and
mr
shernow
were
going
with.
U
M
P
M
And-
and
we
wanted
to
do
a
lottery
that
to
me
would
suggest
that
we'd
have
to
have.
There
would
need
to
be
something
some
threshold
number
composite
score
that
would
get
the
student
into
the
qualified
lottery
pool
right,
I'm
seeing
heads
not
yet
so
right.
So
so,
if
you
have
a
qualified
lottery,
then
it
would
we'd
have
to
you.
Have
the
composite
score
and
there'd
be
some
number
floor
of
something
or
a
floor.
That
then
gets
you
into
the
pool.
M
T
So
that
was
helpful,
because
I
think
I
may
have
misunderstood
your
initial
proposal,
dr
tong.
So
with
I
assumed
that
the
composites
for
proposal
was
to
arrive
at
ranks
by
tiers,
since
there
would
be
the
differentiated
score
with
the
additional
high
poverty
indicator
and
then
they
would.
There
would
be
an
assignment
process
with
the
weights
and
additional
and
they
would
be
100
tier
by
your
proposal,
so
kind
of
mirroring
a
previous
iteration,
but
with
the
geographical
layer
and
high
poverty
layer.
T
Sorry
so
I
just
I
didn't
I
did
I
wasn't
imagining
the
model
described
there
with
a
lottery
is
that
is
that
I
know
that
it's
difficult
to
separate
eligibility
from
mechanism,
but
it
definitely
affects
the
understanding
of
the
policy
in
this
case.
So
is
it
intended
to
rank,
or
is
it
intended
to
create
a
pool.
M
So
I
actually
want
to
respond
to
that
because
we
haven't
gotten
to
mechanism,
and
so
what
I
would
suggest
is
what
I
would
submit
is
that
if
we
lean
towards
having
a
composite
score,
then
the
question
becomes:
is
a
composite
score
with
a
qualified
lottery
or
is
it
composite
score
with
the
socioeconomic
tiers
or
composite
score
with
the
census
tracts
straight
rank?
I'm
sorry,
I
should
say
straight
rank.
So
is
it
so
if
there's,
if
we
lean
conceptually
toward
having
a
composite
score
for
eligibility.
M
M
M
P
B
O
I
think
the
answer
to
that
is
yes,
because
the
and
the
reasoning
behind
is
that
the
pool
would
have
already
selected
students
to
be
in
that
pool
that
all
the
exam
schools
are
that
we
deemed
ready
for
exam
school
level
work.
M
Don't
wait
wait
so
before
we,
so
let
me
just
pause
for
a
moment,
because
I
wanna,
I
wanna,
give
folks
an
opportunity
to
react
to
the
eligibility
piece
before
we
get
into
a
conversation,
a
full-on
debate
about
mechanism,
so
that
we
can
figure
out
kind
of
where
we're
leaning.
So
then
we
can
focus
our
conversation
so
in
terms
of
the
options
that
are
currently
on
the
table
relative
to
using
the
assessment
as
a
threshold
versus
using
the
assessment
as
part
of
a
composite
score.
How
are
folks
leaning
in
which
direction
are
we
leaning,
mr
prager.
X
Can
be
sincere,
I've
always
kind
of
I
mean
I
I
had
to
hear
dr
tong
say
it
a
couple
of
times,
because
I've
always
imagined
the
the
the
for
me
the
preferable
system
to
be
some
sort
of
a
composite
score
in
a
way,
that's
kind
of
another
another
phrase
for
all
of
our
conversations,
I
think
we're
all
seeking
a
composite.
X
X
X
You
know
I
think,
we're
all
struggling
with
one
measure
or
another
of
a
composite
of
a
composite
tool
to
arrive
at
this.
So
I
I'm
delightfully
comfortable
with
the
idea
now,
of
course,
the
details
right.
We
would
have
a
lot
of
work
to
do
before
we
turned
this
into
a
living
thing.
We'd
have
to
see
different,
you
know,
go
back,
you
know,
miss
hogan
will
be
going
back
to
the
drawing
board
and
figuring
out.
Well,
what
does
this
percentage
look
like?
If
it's
you
know,
is
it
70
grades?
X
30,
you
know
assessment
or
is
it
you
know
60
grades,
20
assessment,
10
percent.
You
know
poverty
index,
I
don't
know,
but
I
think
it's
worth
it
and
I
think
it's
just
putting
language
as
something
that
we've
all
been
considering
since
the
beginning.
N
Yeah,
I
lean
towards
the
composite
for
the
the
reasons
already
articulated.
N
I
was
swayed
by
the
statements
of
mr
chernow
and
dr
tong.
When
we
last
met
that
we
we
may
not
reach
the
fairness
we
want
in
that
manner,
and
I'm
very
intrigued
by
by
our
ability
to
use
a
composite
score
that
incorporates
a
test
in
in
order
to
get
to
that.
So
I'm
I'm
I'm
excited
about
the
option
that
we
have
ahead
of
us
and
it
makes
me
hopeful
that
we
can
reach
a
resolution
as
a
group
here.
M
Where
how
are
others
leaning
would
love
to
hear
from
some
folks,
we
haven't
heard
from
today
would
be
super
great.
M
Handle
that
in
a
minute,
okay,
others.
T
I'm
open
if
I'm
trying
to
be
a
listener,
because
it's
difficult
for
me
to
separate
them
in
isolation,
and
I
know
we
want
to
do
eligibility
mechanism
but
made
the
composite
really
dictates
a
ranked
order.
So
it's
difficult.
T
U
Katie,
I
agree
with,
I
agree
with
miss
garrett.
Well,
I
agree
with
many
things
I
heard
here
today.
Sometimes
separating
these
things
is
hard
for
me
to
visualize
what
it
will
all
look
like.
M
Okay,
so
then,
let's
do
this,
it
sounds
like
even
among
those
who
I'm
just
I'm
looking
at
body
language
as
well.
It
sounds
like
we
should
have
a
conversation
now
about
using
a
composite
score.
If
we
were
to
use
a
composite
score,
how,
then,
would
we
allocate
this?
How
what
would
the
mechanism
be
for
seat
allocation?
Q
Sorry,
I
think
that
before
we
go
to
see
the
location,
we
should
try
to
figure
out
exactly
how
we're
going
to
be
using
the
the
test
and
the
gpa
and
what
is
the
percentage
and
if
we
are
going
to
be
using
a
cutting
score
or
the
the
number
on
the
test.
You
know
I
would
rather
finish
one
portion
before
we
go
to
allocate
in
the
seats
can.
B
M
B
J
B
M
L
I
think
that
we've
just
got
ourselves
another
meeting,
because
we're
going
to
have
to
look
at.
L
T
I
just
wanted
to
make
sure
we
were
distinguishing
between
the
high
poverty,
10
percent,
factoring
into
the
composite
versus
being
a
component
of
the
100
total.
W
W
Right,
if
you
were
to
include
it
as
the
criteria,
you
would
need
to
then
scale
somehow
the
poverty,
the
the
economically
disadvantaged
from
zero
to
one
or
something
like
that
and
include
whatever.
However,
you
scale
it,
and
that
would
be
really
complicated.
I
think,
as
opposed
to
a
straight
additional
weight.
Okay.
M
T
I
think
that
with
the
high
poverty
factor-
and
I
and
we're
also,
I
think,
pretty
unified
about
looking
at
some
geographical
layering.
I
think
it
would
be
helpful
to
look
at
something
similar
to
5050
if
we're
doing
models.
I
know
that
that
probably
would
not
be
where
we
arrived,
but
in
the
360
degree
theme
that
mr
acevedo
was
saying
it
could
be
helpful.
T
I'd
say
this
is
something-
and
I
I
do
say
this
is
someone
who
years
ago
we
did
run
simulations
that
were
absent
tests
and
absent
gpa,
and
there
were
sometimes
surprising
results
around
who
was
actually
advantaged.
So
I
think
it
would
be
helpful
to
see
a
model
that
had
them
barely
equal
just
for
comparison.
M
We
have
to
make
a
decision
within
the
next
three
business
days
and
that's
pushing
it
okay,
so
we
cannot
we've
gotta.
If
we
that's
it,
you
answered
a
different
question:
you're
on
simulations
okay.
So
what
are
the
what's
the
thinking
so
so,
should
I
put
you
down
as
saying
that
you,
your
preference,
would
be
50
50.
R
Q
Aguirre
yeah,
I
was
also
leaning
to
a
either
a
50
50
or
a
40
60,
and
this
is
definitely
not
an
80
20.
and
I
am,
I
am
not
very
clear.
Are
we
using
for
the
assessment
the
the
points
that
the
student
gets
or
use
the
fact
that
this
meeting
or
exceeded
expectations?
How
are
we
planning
to
use
that?
I'm
not
very
clear
on
that.
B
M
M
B
We're
going
to
be
looking
at
numbers,
and
I
also
agree
with
you
that
we've
got
a
short
window
here
and
I've
heard
30
70
I've
heard
80
20.
P
B
40.,
that
should
be
the
range.
If
we
can
pull
rank
here
you
and
I
and
say
that's
it.
Okay,
I'm
happy
doing
that.
Okay,
because
we've
got
we,
you
know,
we've
got
other
things
that
we've,
the
the
the
mechanism
is
still
agreed
right.
You
got
it
okay,
so
we've
got
30
70
50,
50,
80,
20,
40
60..
We
already
have
the
simulations
for
50
50.,
then
we'll
ask
miss
hogan
to
run
the
other.
M
Q
M
All
right
and
each
of
those
miss
hogan
with
the
ten
percent
high
poverty
indicator.
M
Great
great
great
point:
yes,
we
should,
if
possible,
do
you
have
that
data?
You
would
have
that
data,
ms
hogan
right,
because
you
have
their
grades
from
fifth
grade.
R
The
might
not
be
as
readily
available
for
children
outside
of
bps,
depending
on
how
the
grades
are
submitted.
Also
thinking
about
students
who
move
into
massachusetts
from
other
states,
because
in
in
sixth
grade,
you
have
to
be
the
resident
of
boston
already
to
apply,
whereas
your
fifth
grade
might
not
have
been
done
in
massachusetts.
U
It
might
helpful
to
know
how
many
kids
go
to
a
different
place
for
sixth
grade.
I
don't
know
how
many
schools
off
the
top
of
my
head,
because
I
know
some
schools
got
six
grades
last
year.
Some
schools
are
getting
sixth
grade
this
year,
so
it
might
end
up
being
a
mute
point,
but
it
was
worthy
of
just
bringing
up
just
in
case.
M
If,
if
this
looks
as
if
it's
not
a
significant
issue,
then
just
you
know
flag
it
for
us,
but
otherwise,
if
you,
if
the
data
set,
is
more
complete
for
sixth
grade,
then
run
it
with
sixth
grade
and
then
at
least
we'll
it'll
give
us
a
general
sense
of
of
what
this
could
look
like.
No
simulation
is
perfect,
but
using
the
most
complete
data
set,
I
think,
is
in
this
instance-
would
be
the
most
helpful.
G
N
This
is
not
for
the
purpose
of
simulations,
but
just
to
noted,
if
we're
doing
the
economic
disadvantaged
school
edition
right,
I
would,
I
would
just
know,
I
think
the
way
we
need
to
do.
It
is
a
way
that
makes
it
not
fluctuate
significantly
year-to-year.
So
it
would
be
something
like
using
a
three-year
or
a
five-year
average
that
you
are
a
high
poverty
school
that
way.
Parents,
students,
teachers
know
what
to
expect
on
that
front.
I'm
just
flagging
it
for
now.
M
I'm
not
miss
hogan
can
be,
can
could
be
complete
for
tonight,
but
we-
let's-
let's,
let's
just
push
it
just
a
little
bit
more
okay.
So
so
that
was
good.
Let's
start
the
conversation
about
the
mechanism
again
straight
rank
lottery.
Hybrid,
dr
tom,
okay,
miss
nagasawa.
Y
I
guess
I
have
a
question
for
dr
tung
because
we
we
are
wanting
to
factor
in
the
percent
of
economically
disadvantaged
in
schools
and
I'm,
I
guess,
I'm
kind
of
confused
about
how
that
will
affect
things
if
we
do
a
lottery
system,
because
if
I
understand
that
like,
if
someone's
on
the
edge
and
they
get
the
extra
10
boost,
then
that
will
put
them
into
the
pool
but
like
if
someone
is
already
in
the
pool.
Y
M
Y
L
Already
boosted
kids,
who
attend
a
high
poverty
school,
I
my
understanding
is
that
will
give
favor
to
school
kids
who
attend
families
who
attend
boston,
public
schools,.
L
Right
so
then
the
lottery
would
be
for
students
who
are
over
the
whatever
we
determined
to
be
the
threshold
for
eligibility.
G
L
It
would
be
by
socioeconomic
or
geographic
factor
with
a
with
separate
groupings
like
we
did
last
year
around
the
zip
code
policy
and
the
seats
would
be
allocated
proportionate
to
the
families
in
that
grouping.
M
In
order
to
achieve
either
of
those
we
would
have
to
use,
we
would
have
to
have
a
lottery
that
would
be
within
socioeconomic
tiers
or
within
the
geographic
location.
So
you
would
still
have
those
distinguishing
geographic
or
and
or
socioeconomic
factors.
So
I
must
you
know.
Of
course
you
know
if
we
did
a
lottery,
a
hundred
percent
qualified
lottery
that
would
not
get
us,
we
would.
M
We
would
not
be
able
to
with
any
assurance
get
geographic
diversity
or
socioeconomic
diversity
it
would
have
to
the
lottery
would
have
to
in
order
to
meet
our
charge
would
have
to
be
within
either
the
socioeconomic
or
the
geographic
strands.
L
Yeah,
so
100
of
the
kids
would
be
allocated
by
zip
code,
for
example,
which
we've
seen
the
data
that
shows
that
we
get
neighborhood
and
socioeconomic
diversity.
M
L
M
F
T
Can
I
try
to
raise
not
clear.
T
Can
I
can
I
try
miss
nakasaw's
question
again
and
miss
nakasawa.
Tell
me
if
this
is
addressing.
I
think
the
question
was
slightly
different
in
that,
if
we're
creating
a
pool
where
we
are
advantaging
students
who
attend
high
poverty
schools,
but
then
we
use
a
lottery
system.
Where
does
their
advantage
come
in?
M
So
yes,
the
it
would
get
them
into
the
pool,
but
if
you
then
use
an
ses
tier
mechanism
for
your
lottery,
then
you
would
increase
the
you.
You
would
then
put
the
students
in
basically
a
bucket
where
you
know
that
you're
going
to
have
the
socioeconomic
diversity,
so
it
wouldn't
be
a
benefit
for
on
the
mechanism
side
for
an
individual
student
right,
the
benefit,
the
the
support
comes
by
getting
into
the
pool
to
even
be
considered.
L
B
V
B
V
O
O
One
or
two
percent
points
is
actually
a
good
amount
of
numbers
of
students,
so
I
think
that
in
some
ways,
yes,
that's
a
very
fair
point
that
I
had
not
thought
about
while
using
the
lottery
and
how
that
connects
to.
But
I
also
think
those
couple
percentage
points
or
even
half
a
percentage
point
is
a
significant
difference
in
the
total
pool
of
number
of
students.
M
So
this
is
what
I
want
to
put
on
the
table.
You
know
again,
you
all
know
my
caveat.
I'm
still
waiting
to
see
my
census
tract
data,
but
for
the
sake
of
the
conversation
having
I
I
did
hear
this
before,
but
having
some
sort
of
a
hybrid
with
respect
to
certain
percentage
of
seats,
allocated
straight
rank
and
a
certain
percentage
of
seats
allocated
by
lottery.
B
So
is
that
assuming
a
hundred
percent
in
the
tiers,
or
is
it
assuming
the
possibility
of
discussing
the
20
city-wide
and
the
80
in
the
tiers
all
by
rank
order,
and
maybe
talking
about
a
hybrid
in
the
tiers
that
would
cons?
You
know,
half
the
lottery,
a
half
half
the
tier
could
be
straight
rank
and
half
of
it
could
be
by
lottery
in
the
respective
tier.
J
M
Yep,
I
yeah
I
mean
so
20,
so
what
you're
saying
is
reflecting
it
back,
20
straight
rank,
city-wide,
city-wide
and
then
on
80
in
tears.
For
the
sake
of
this
conversation,.
B
M
M
B
M
N
I
would
just
I
mean
it's:
it's
random
right,
like
you
can
run
it
randomized
and
run
it
100
times
and
see
what
comes
out
right,
but
but
it'll
be
rough,
the
equivalent
to
the
proportionality
within
the
tier
itself
right.
M
W
Yes,
I
think,
to
the
point
of
proportionality,
the
way
the
tiers
are
set
up.
Now
we
set
up
these
eight
eight
segments
so
that
the
number
of
fifth
and
sixth
grade
students
was
roughly
equal
in
each
of
those
segments
so
that.
V
P
V
P
L
I
I
just
want
to
remind
us
that
we've
seen
data
about
20
city-wide
from
may
18th
that
shows
the
20
city-wide
speeds
by
rank
means
a
disproportionate
7th
grade
invitations
yep
students
who
do
not
attend
school
in
boston
who
are
white
and
who
live
in
high
income,
zip
codes
and
then
from
june
4th.
It
shows
that
keeping
the
20
city-wide
seats
would
result
in
invitations
going
disproportionately
to
students
who
live
in
high
income
zip
codes
and
who
are
economically
advantaged
in
white.
M
So
then,
so
then
another
simulation
to
run
would
be
100
in
tears
and
then
doing
straight
rank
and
lottery,
and
if
right
that's
another
one
to
to
run,
we
could
do
str.
Actually
we
could
right.
So
what
if
we
were
to
do
again,
we
gotta
narrow
this
down
here,
so
100
percent
one
simulation,
what's
the
one
that
we
want
and
using
the
tiers,
so
without
the
20.
What
would
you
like
to
see
I'll
I'll
call?
It
100
straight
rank
in
tears.
B
M
Okay,
so
simulations
on
mechanism,
miss
hogan,
2080
straight
rank.
M
20
is
one
second,
one
would
be,
let's
just
keep
it
easy.
100
percent
straight
rank
in
tears
and
then
the
third
being
20
straight
rank
and
then
on
the
remaining
80
50
of
those
run
straight
rank
50
lottery.
R
And
the
first
one,
ms
sullivan,
was
20
city-wide
rank
correct
to
your
rank.
Yes,
so
the
only
new
that
one
and
the
100
tier
rank
are
two
of
them
that
we've
already
seen,
and
so
the
new
one
here
is
the
20
city
wide
rank
40
tier
rank,
40
lottery
right
so.
R
R
P
R
I
believe
it's
4
and
3
where's
the
4
for
the
composite
score.
I
had
20
80
30
70,
40,
60
and
50
50.
M
O
T
This
is
a
bit
of
a
more
of
a
big
picture,
just
thing
thing
for
us
to
think
about.
I
think
it's
something
you
mentioned
a
few
meetings
ago,
ms
sullivan,
in
terms
of
the
charge
around
diversity
needing
to
reflect
the
totality
of
the
city,
and
I
just
think
it's
important
for
us
to
think
about,
especially
as
we're
doing
indicators
to
make
sure
that
folks
are
represented.
T
I
don't,
I
actually
don't
know
if
we're
trying
to
match
the,
or
are
we
trying
to
reflect
the
population
of
the
district
or
the
city,
and
that's
not
for
us
to
necessarily
answer
now,
but
I
just
think
it's
something
for
us
to
consider
in
terms
of
the
benefit
of
magnet
schools
and
the
research
in
terms
of
having
students
across
socioeconomic
socio-economic
levels
that
I
think
we
should
just
continue
to
look
at.
Proportionality,
as
it
relates
to
the
city
as
a
whole.
M
So
it's
k-12
is,
is,
is
the
charge
on
that
doctor
tongue,
then,
mr
gregor.
L
I'm
wondering
if
we're
still
concerned
about
neighborhood
diversity,
because
we
today
we've
we've
talked
about
the
grouping
right
here,
yep
and
also
wondering
if
anybody
else
came
to
the
same
conclusion.
I
did
from
the
big
excel
file
and
my
conclusion
was
that
the
zip
code
policy
gave
us
greater
neighborhood
diversity
than
the
tears
did,
which
would
then
double
the
number
of
simulations.
L
M
M
I
mean,
and
we
need
to
be
honest
about
that
too,
like
we,
the
data
is
very
clear
on
that
and
so
you're
right
that
if
we
propose
a
mechanism
that
is
different,
meaning
not
using
zip
codes,
then
we
will
not
achieve
the
kind
of
the
the
level
of
geographic
diversity
that
we
saw
with
with
the
interim
policy.
M
But
again
you
know
what
I
want
to
say
is
I'm
still
waiting
for
the
census
tract
data
so
we'll
see,
but
we
also
have
to
be
mindful.
M
L
Recommendation-
and
I
think
we
address
a
lot
of
what
we've
heard
from
folks
in
the
composite
score.
Eligibility.
M
N
The
thing
that
I
wanted
to
come
back
to
the
doctor
tongue-
and
this
point
is
that
it
is
not
our
task
to
racially
balance
the
exact
school
enrollment
to
mere
that
of
the
city.
Right,
in
fact,
that's
something
that
that
a
court
would
likely
determine
unconstitutional
right.
N
Instead,
our
task
is
to
better
reflect
right
and-
and
I
take
that
task
in
the
same
way-
that
the
federal
courts
who
analyzed
our
interim
plan
did
right,
which
is
an
effort
to
see
greater
diversity
in
our
exam
schools,
and
when
we
look
at
the
guiding
cases
here,
we
should
be
promoting
racial
diversity
right
as
this,
this
vehicle
that
provides
significant
educational
benefits
to
all
students
who
experience
it
number
one
and
number
two.
N
M
Thank
you,
mr
craiger.
Mr
condepositors
would
love
to
go
to
public
comment,
but
I
see
your
hand
raised
yep.
B
B
A
Thank
you.
We
have
one
speaker
this
evening.
Speakers
would
have
two
minutes
to
testify.
I
would
remind
you
when
we
have
20
incidents
left,
please
state
your
name.
What
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
raise
your
hand
virtually
also
make
sure
you're
signing
to
zoom
with
the
same
name.
You
use
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
A
M
Z
It
was
a
wonderful
meeting,
okay,
so
yeah
good
evening.
I
actually
know
many
of
you
on
the
task
force,
but
for
those
who
don't
already
know
me,
my
name
is
jose
valenzuela,
I'm
currently
a
history
teacher
at
boston,
latin
academy,
I'm
the
parent
of
a
rising
third
grader
in
bps
and
I'm
a
graduate
of
boston
latin
school.
Z
Z
Z
They
they
sort
of
analyzed
the
data
about
that
class
white
and
black
students
made
up
the
same
percentage
of
test
takers
and
yet
28
of
white
students
received
offers
and
only
four
percent
of
black
students,
which
is
actually
eight.
In
total,
eight
students
for
the
incoming
class
of
stevenson
high
school
received
offers
new
york
is
like
doubling
down
on
the
idea
that
if
we
just
increase
access
for
the
test
takers,
we're
gonna
get
cr,
you
know
equitable
outcomes
and
they
just
continue
to
see
disastrous
results.
I
don't
think
I
just.
Z
I
don't
need
more
evidence
to
know
that
it's
not
the
password
for
boston,
and
I
hope
we
agree
on
that.
I
know
we
don't
all
agree
on
that,
but
hopefully
we
can
come
to
the
consensus
on
that
piece
of
evidence,
and
just
you
know
a
little
bit
about
myself.
You
know
I
entered
bls
in
96
97
that
was
the
last
year
under
the
old
quota
system,
as.
Z
Yeah,
and
so
after
you
know,
after
the
federal
courts
ruled
that
unconstitutional.
You
know
that
was
the
that
was
probably
the
most
dramatic
change
that
bls
had
undergone
in
decades.
Z
When
I
was
in
in
when
I
entered
one
in
three
seats
were
occupied
by
black
and
latinx
students,
and
when
I
exited
six
years
later,
that
was
cut
in
half
to
one
and
six.
You
know
I
feel
like
one
of
the
lucky
ones,
because
I
graduated,
but
I
also
felt
ostracized
for
being
kind
of
a
quota.
Kid
quote
unquote
quota
kid.
Z
While
I
attended
bliss
and
kind
of
the
shock
of
my
17
year
old
self,
I
decided
to
return
to
an
exam
school,
to
teach
at
latin
academy,
primarily
to
work
with
black
and
brown
students
and
all
students
to
kind
of
provide
them.
A
supportive
and
challenging
classroom
environment
that
I
had
craved
at
bls.
Z
And
you
know
I
got
the
chance,
including
shout
out
to
simon
chernow,
to
watch
students
that
I
taught
as
seventh
graders
cross
the
stage
at
fenway
park,
and
I
was
reminded
of
the
impact
that
I
can
have
as
a
teacher.
But
truthfully
the
impact
that
you
all
have.
It
pales
in
comparison,
my
impact
to
the
impact
that
you
all
have
as
a
task
force.
Z
So
you
know
I
I
remember
hearing
the
sullivan
say
at
the
beginning
of
the
meeting
that
you
want
to
meet
this
moment
and
I'm
confident
that
you
will
just
as
I'm
confident
that
the
teachers
at
bla,
bls
and
o'brien,
you
know
we're
capable
of
teaching
any
of
the
students
that
you
put
in
front
of
us
in
the
fall
and
going
forward.
So
those
are
my
comments
for
tonight
and
shout
out
simon
for
not
only
graduating,
but
also
persisting
on
this
committee.
Z
As
a
graduate,
I
think
that
that's
that's
a
testament
to
the
type
of
students
that
I
get
to
work
with
on
a
daily
basis,
simon's
just
one
of
one
of
many
so
shouts
to
you,
buddy.
M
Mr
valenzuela,
thank
you
so
much
for
your
service,
especially
during
such
a
tumultuous
pandemic.
Thank
you
for
your
dedication
to
our
children
here
in
the
city
of
boston.
You
are
truly
just
seeing
simon's
reaction
to
you.
Lets
me
know
that
you
are
truly
a
blessing
to
our
city.
So
thank
you
and
thank
you
for
your
testimony.
B
M
B
One
thing
I
would
add
that
that
was
not
mentioned
is
he's
also
very
much
engaged
in
a
wrestling
program,
as
I
understand
it
at
bla
and
beyond
and
has
has
started
it
nurtured
it
built
it
and
now
watches
all
of
these
students
thrive
with
it.
B
So
he
is
indeed
a
outstanding
representative
of
many
many
many
teachers
in
the
pps.
B
B
M
S
B
You
simon,
thank
you.
Thank
you.
Any
discussion
or
objection
to
the
motion.
No
okay,
miss
parvex.
Please
call
the
roll.