►
From YouTube: Exam School Admissions Task Force Meeting 5-18-21
Description
Exam School Admissions Task Force Meeting 5-18-21
B
A
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A
B
Present
we
are
pleased
to
be
offering
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
E
Hello
good
evening,
mr
content,
pastas
good
evening,
everybody
in
this
panel,
my
name.
E
E
B
F
B
G
H
J
K
B
B
B
M
H
I
D
B
B
N
B
Moving
on
the
next
item
on
the
agenda
is
a
review
of
data
from
the
bps
exam
school
admission
results
for
school
year,
2021,
2022
and
other
data.
Before
we
begin
that
I'd
ask
ms
sullivan.
If
she
has
anything
she
would
like
to
offer.
D
Yes,
actually,
I
just
want
to
make
sure.
I
know
that
I
believe
it
was
the
may
4th
minutes
to
which
dr
tong
had
requested
modifications
which
we
voted
on
at.
I
believe
the
last
meeting.
I
just
want
to
make
sure
that
that
has
been
addressed,
dr
tong,
to
your
satisfaction.
M
Just
yes,
we,
ms
parvax,
and
I
got
the
language
into
the
revised
minutes.
D
B
Okay,
I
know
that
both
miss
roberts
and
miss
hogan
may
have
some
additional
information
or
you
may
members
of
the
task
force
have
some
questions
for
either
one
of
them
or
both
regarding
some
of
the
information
that
we
have
received
previously.
B
O
B
Additional
information
that
you
wish
to
share
with.
P
The
task
force
we
do
and
my
colleague
miss
hogan
is
going
to
share
the
slides
and
we'll
both
be
presenting
today.
P
Well,
good
to
see
you
all
again
this
evening,
I'm
just
going
to
start
if
you
can
advance
to
the
next
slide
by
sharing
some
quick
responses
to
the
questions.
Some
of
the
questions
that
were
asked.
One
of
the
questions
that
came
up
is
whether
we
had
disaggregate
disaggregated
data
for
non-public
schools.
P
P
There
is
a
table
on
the
right
that
shares
which
indicators
we
use
at
each
grade
level,
so
elementary
middle
and
high,
and
then
we
also
will
have
a
link
to
the
district
website
which
has
additional
information
and
will
be
able
to
share
a
spreadsheet
that
has
a
lot
more
data
in
terms
of
the
oi
score
and
the
connection
to,
I
believe,
mcas
and
all
the
other
factors
that
are
in
it
that
we
were
asked
for
last
week
and
then.
Lastly,
there
were
questions
about
whether
there
will
be
some
separate
classrooms
in
the
exam
schools.
P
So
I
did
follow
up
with
our
office
of
special
education,
and
essentially
they
did
acknowledge
that
they
are
still
working
with
our
school
leaders
and
and
will
be
working
with
families
to
ensure
that
their
needs
will
be
met.
P
So
the
schools
will
be
staffed
to
provide
the
services,
including
students,
individual
education
plans,
in
the
case
that
a
substantially
separate
classroom
is
needed,
then
that
would
be
provided.
But
this
is
obviously
a
conversation
that
happens
in
partnership
with
the
family,
student
and
work
that
happens
with
the
school
as
well.
Q
Thank
you,
miss
roberts.
There
were
a
few
questions
around
sort
of
how
big
a
census
tract
is
and
how
many
people
are
generally
included
in
a
census
tract.
Q
So
this
information
there's
two
links
at
the
bottom
of
the
page
where
all
of
this
information
comes
from,
but
census
tracks
average
around
4
000
inhabitants,
with
at
least
1200
people
in
the
population,
but
no
more
than
8
000.
Q
So
the
american
community
survey
estimates
from
2016
to
2020
are
scheduled
to
be
released
on
december
9th
of
2021,
so
not
until
the
very
end
of
this
calendar
year.
Q
Q
So
the
first
group
is
students
with
disabilities
and
we
will
revise
these
labels
so
we're
not
using
acronyms.
I
apologize
for
that.
Q
Q
M
Just
having
just
trying
to
figure
out
a
student
can
be
more
than
one
of
these
categories,
so
we're
not
trying
to
add
up
to
100
or
anything
like
that
right,
and
they
can
also
be
none
of
these
categories.
Correct.
Q
So,
for
instance,
if
I'm
looking
at
this
bar
that
says
eight
percent
here,
that
would
be
eight
percent
of
the
ninth
grade.
Invitations
to
bla
for
school
year
2021
were
two
students
who
are
considered
english
learners.
Q
Q
R
Q
Correct
we
don't
to
try
and
protect
student
privacy
when
we
are
disaggregating
by
multiple
characteristics,
so
in
this
case
zip
code
and
economically
disadvantaged,
and
we
do
suppress
more
information.
Q
Q
Thanks
the
next
slide
has
the
same
year,
typo
that
dr
tong
pointed
out.
So
we
will
fix
that,
but
is
the
same
data
for
ninth
grade.
L
P
Ma'am
so
we'll
now
start
to
look
at
invitations
by
the
coding
school
type.
So
if
you
look
to
the
left
column,
the
far
left
it
has
the
zip
code
and
then
a
neighborhood.
What
we
did
is
broke
down
percentage-wise
the
percent
of
invitations
by
their
current
school
type.
So,
for
example,
in
o211
the
childhood
neighborhood
for
last
school
year
of
24
invitees
96
of
those
were
bps
students.
P
P
Then
you
will
not
have
the
percentages
so,
but
if
we
skip
down
to
02115
along
with
fenway
you'll
see
similarly
64
of
the
invitation
invitees
last
year
were
bps,
36,
private,
parochial
metco
for
this
year,
50
or
bps,
and
then
50
were
private,
parochial
or
mecca.
So
just
give
you
a
minute
to
look
at
the.
P
P
I
think
we
might
be
good
to
move
on
miss
hogan,
so
this
slide
is
the
same
information
for
the
ninth
grade.
Let's
give
you
a
couple
of
minutes
to
take
a
look
at
that
and
then
we'll
move
on
to
the
next.
P
P
Okay,
miss
hogan,
I
think,
might
be
ready.
Okay,
thank
you.
So
you
all.
I
also
asked
for
information
about
the
students
grade,
point
average
or
gpa,
and
what
that
looked
like
by
neighborhood
in
terms
of
the
gpa
range
so
from
an
a
plus
to
below
you'll,
see
starting
we'll
just
use
the
first
one,
which
is
the
longwood
fenway
area
o2115
there
are.
The
n
is
the
number
of
students.
There
are
10
students
as
you
go
across.
P
There
were
none
who
had
a
b
minus
none
with
a
b,
and
you
can
see
the
range
the
gpa
range
underneath
and
then
20
with
the
v
plus
50,
with
the
a
minus
30
with
an
a
and
none
with
the
a
plus.
You
also
see
the
average
gpa
and
I
see
miss
aguero's
hands
so
yeah.
P
Thank
you,
miss
hogan.
I
think
we
need
to.
Q
This
is
again
zip
codes
with
less
than
10
invitations
aren't
included.
P
D
I
understand
the
concern
with
privacy,
but
want
to
try
to
figure
out
how
we
can
still
get
a
sense
of
what
that
data
looks
like.
Q
Yep,
I
know
o2108,
which
is
one
of
the
downtown
zip
codes
and
o2109,
are
also
included
in
that
group.
Q
Code
believe
it's
the
financial
district
area.
D
P
And
move
to
the
next
slide,
ms
hogan.
P
I
think
we
can
just
scanning
to
see
if
we
can
move.
I
think
we
can
move
forward,
always
feel
free
to
tell
me
slow
down
if
you
all
need
to
so
we
were
asked
also
if
there
were
any
bps
schools
for
which
we
had
applicants
that
did
not
receive
and
where
there
were
no
invitations
extended
so
where
you
might
have
students
from
the
school
who
were
fined,
but
none
of
them
received
an
invitation
we
did
combine.
So
I
think
miss
to
ms
sullivan's
earlier
point.
P
This
may
be
one
way
we
could
do
it.
We
combined
the
schools
and
didn't
provide
the
data
because
of
the
small
numbers
so
for
seventh
grade.
There
are
four
schools
that
had
applicants
13
applicants
across
those
four
schools,
none
receiving
an
application
invitation,
apologies
and
then
for
grade
nine.
There
were
two
bps
schools
with
six
applicants,
none
of
whom
received
an
invitation.
P
P
P
You
will
see
that
the
overwhelming
majority
for
both
school
years
across
seventh
and
ninth
grade
are
families
who,
whose
parent
preference
a
home
language
preference,
is
english,
and
you
can
see
the
other
language
preferences
for
this
school
year
next
week,
school
year
last
school
year,
sorry,
spanish,
being
the
among
the
largest
in
terms
of
home.
P
S
Q
R
Yeah,
I
was
just
wondering
if
miss
hogan
or
miss
roberts
can
speak
to
kind
of
the
general
conclusion
or
kind
of
what
the
heading
would
be
on
the
gpa,
slides
by
zip
code.
I
think
dr
tong
talked
about
if
there
could
be
a
headline
at
the
top
to
translate
just
so
to
kind
of
line
up
with
what
some
of
our
individual
interpretations
may
be.
I
I
took
the
slide
to
suggest
that
the
average
gpa
by
zip
code
was
fairly
significant.
R
R
P
I
I
will
start-
and
I
will
see
if
miss
hogan
would
like
to
add
for
that.
Let's
see,
can.
D
P
Hogan
is
the
data
expert,
so
I've
always
yielded
to
her.
I
I
think
one
of
the
the
headlines
here
is
that,
on
in
general,
you'll
note
that
most
gpas
are
b,
plus
or
higher.
If
you
think
about
the
average
for
the
neighborhoods
most
of
them
are,
are
between
a
b
plus
and
the
a
minus
and
the
lowest
average
in
terms
of
neighborhood
is
the
in
the
b
plus
zone.
P
So
if
you,
if
you,
I
think
the
lowest
averages
actually
are
students
who
are
homeless
or
in
dcf
custody
that
low
that
average
there
is
in
the
in
the
b
plus
zone.
So
as
we
think
about
some
of
the
questions
about
whether
students
are
prepared,
I
think
there
is
some
information
there
that
we
can
clean
about.
This
you'll
see
that
the
lowest
overall
here
is
a
b
minus,
where
two
percent
of
the
the
applicant
pool,
invitee
pool
and
matapan
had
a
b
minus.
P
But
I
would
say,
that's
the
headline
I
don't
know
miss
hogan.
If
you
want
to
add
anything
for
seventh
grade,
and
I
see
we
also
have
some
handy
hands
waist.
Q
I
think
that
was
a
pretty
good
summary
I
I
will
add.
I
have
heard
some
anecdotes
that
there
are
a
plus
students
who
did
not
get
an
invitation
and
just
want
to
clarify
that
all
students
with
the
perfect
gpa
at
12
did
receive
an
invitation,
so
just
want
to
make
sure
that
that
is
clear.
D
M
M
D
P
Miss
hogan
feel
free
to
hop
in
here.
I
think
similarly,
actually
you'll
see
the
average
gpa
here
again
across
neighborhoods
solidly
gonna
be
plus
to
an
a
minus
range
on
across
all
of
all
of
the
the
zip
codes
and
you'll
have
in
west
roxbury
25
of
those
invited
had
a
b
average,
and
then
I
think
that's
and
seven
percent
and
matapan
had
a
b
average.
D
R
And
just
to
close,
this
out
is
another
way
to
also
look
at
this.
If
you
go
back
to
the
seventh
grade
slide,
because
it
might
be
more
numerically
significant
to
look
at
zip
codes
where
there
is
a
zero
percent
in
specific
columns,
for
instance,
charlestown
with
no
students
earning
less
than
an
a
example
might
be
another
way
to
see
if
there
is
alignment
between
maybe
specific
neighborhoods
of
families,
who've
articulated
some
concerns.
D
N
It
is
on
this
subject.
Thank
you,
mr
sullivan.
I
guess
my
my
question
here
is
and-
and
also
my
apologies,
if
I,
if
this
has
been
already
answered
in
this
in
the
collection
of
these
slides,
but
and
it's
great,
that
we
have
the
g,
the
seventh
grade,
this
distribution
up
to
now
as
well.
N
Is
there
any
evidence
of
a
of
a
drop
in
the
average
gpa
distribution,
whether
across
the
zip
codes
or
really
more
tellingly,
across
the
board
between
our
exam
schools
with
this
year's
student
body
compared
to
the
previous
year,
where
we
administered
the
isee
exam
and
that
could
come
either
from
that
you
know
either
monica
or
it
could
also
be.
You
know
I'd
be
curious,
also
to
hear
anecdotally
from
mascara.
P
I'm
going
to
see
if
miss
hogan
wants
to
tackle
that
question
and
then
certainly
hear
it.
Q
So
because
the
gpas
represent
different
time
periods,
it's
it's
hard
to
make
that
comparison.
Q
So
as
a
reminder,
in
the
previous
admissions
process,
the
gpa
represented
the
spring
of
your
either
fifth
or
seventh
grade
year
and
the
first
two
terms
of
your
sixth
or
eighth
grade
year,
depending
on
your
great
level
and
for
this
year's
process.
We
looked
at
the
first
two
terms
of
your
fifth
or
seventh
grade
year.
So
there
are
some
it's
a
different
number
of
grades
included
in
different
time
of
year
and
then,
additionally,.
Q
The
overall
gpa
was
not
rounded
this
year
to
an
integer,
so
whereas
in
previous
years
student
gpas
were
rounded
to
the
nearest
whole
number.
So
it
is
a
little
hard
to
make
that
direct
year-to-year
comparison.
Q
R
R
And
mr
acevedo,
I
don't
I
don't
I'm
not
familiar
with
the
gpa
average
for
all
three
exam
schools,
so
it
would
be
difficult,
and
ms
hogan
brings
up
some
good
points
about
the
differentiation
and
the
how
the
gpas
were
used
in
the
past.
I
think
that
in
in
the
past
it
was
not
as
much
the
sole
criteria,
so
students
with
the
equal
weighting
of
tests
and
gpa
could
have
different
gpas.
That
could
be
mitigated
or
compensated
for
with
the
assessment
score.
R
So
if
yeah,
it
would
be
a
difficult
comparison,
but
you
know
to
speak
to
miss
robert's
earlier
point.
You
know
we
certainly
want
these.
Honorable
grades
are
certainly
aligned
with.
You
know,
classes
that
we've
had
and
we
absolutely
anticipate
these
students
will
will
thrive.
You
know
with
the
grades
that
they
have.
B
No
on
this
subject,
I'm
just
following
up
with
what
miss
hogan
mentioned.
Do
we
know
why
was
the
decision
made
not
to
round
off
where
it
had
been
done
in
the
past?
I
would
assume.
Q
That's
a
good
question,
given
ms
garrett
noted
that
grades
were
the
only.
Q
B
B
Use
the
the
the
real
number
as
opposed
to
rounding
off.
D
Okay,
miss
lum,
and
then
I
am
going
to
go
to
dr
tom.
B
M
Well,
I
actually
do
have
one
question
on
the
zip
code
and
gpa
slides,
but
you
don't
have
to
put
it
back
up.
It's
just
that
just
making
sure
they're
all
invites
so,
including
students
from
private
and
parochial
schools
correct
all.
M
Correct
and
then
the
the
three
questions
I
have
from
previous
meetings
is:
do
we
have
a
response
yet
from
nwea
from
our
questions
on
may
5th
and
then
my
second
question
is:
do
we
have
a
bps,
a
boston,
public
schools,
definition
of
rigor
and
third?
Do
we
have
this
the
zip
code
slides
from
may
14th
in
excel,
with
the
all
the
columns
added.
Q
So
that
is
miss
roberts
and
I
were
finishing
making
sure
the
labels
were
clear
and
should
we
be
sending
that
over,
I
miss
parvax.
I
don't
know
if
you
have
received
a
response
yet
from
nwea.
Q
No,
I
haven't
okay,
we
can
follow
up
to
see
what
the
status
of
that
is
and
then
I
think
miss
roberts.
D
D
Okay,
so
on
your
next
communication
to
them,
ms
hogan,
could
you
please
copy
both
me
and
mr
contemposis
yes,
and
express
really
the
urgency
of
receiving
a
response
to
those
questions
that
dr
tong
posed?
P
And
I
can
take
the
next
question,
so
I
do
have
probably
more
of
a
more
information
that
than
you
might
have
hoped
for,
but
the
district's
essentials
for
instructional
equity
is
what
guides
our
work
for
ensuring
academic
rigor
and
as
we
talk
about
we're,
going
to
talk
about
academically,
intellectually
and
personally,
challenging
as
well
as
culturally
and
linguistically
sustaining
instruction
learning
experiences,
coursework
and
educational
expectations.
P
That
said,
I
will
say
that
there
is
some
work
happening
between
our
office
of
academics
and
our
chief
of
schools
as
to
really
look
at
our
definition
of
rigor,
and
so
there
will
likely
be
some
some
work
coming
out
on
that
side.
You
want
to
state
that
as
well.
M
O
P
P
P
P
L
L
O
M
I
mean
if
so,
our
next.
Our
task
is
to
maintain
rigor
in
the
proposed
policy
and
when
we
talked
about
it
for
oh,
you
weren't
there
for
the
last
10
minutes
of
the
last
meeting,
it
was
raised
that.
M
Maybe
maybe
miss
garrett
should
should
say
why
why
you
raised
the
u.s
news
and
world
report,
but
it
you
know
my
definition.
I've
now
said
twice
in
meetings
and
it
looks
more
like
this
one,
which
has
to
do
with
our
kids
being
challenged
to
use
multiple
learning
styles
to
collaborate
to
think
creatively.
R
Now
I
appreciate
that
dr
tong,
I
agree
that
your
definition
is
very
aligned
with.
What's
here,
I
think
when
we
talked
about-
and
I
welcome
you
know-
members
of
the
working
group
to
to
chime
in
because
I
I
don't
want
to
speak
for
the
whole
group.
I
do
think
part
of
the
statement
when
it
discussed.
Maintaining
rigor
was
talking
about
the
overall
achievement
of
the
school
as
measured
by
how
schools
are
generally
tiered
and
or
ranked
by
achievement.
R
I
know
that
the
district
has
a
holistic
definition
of
rigor.
I
think
I
was
more
thinking
about
how
schools
are
categorized
as
the
level
of
intervention
that
they
might
need,
and
those
indicators
are
more
in
sync,
with
some
of
the
absolute
data
points
that
I
mentioned
in
the
last
meeting.
So
I
think
more
thinking
about
overall
achievement
than
the
actual
learning
process
was
on
my
mind
when
the
workings
group
statement
was
read
around
kind
of
maintaining
the
rigor
of
the
schools
in
terms
of
their
absolute
outcomes
versus
process.
R
P
And
and
to
that
point
again,
this
is
something
still
being
reviewed
and
and
processed
with
our
academics
office
and
our
chief
of
school.
So
it's
just.
I
want
to
put
that
out
there
and
I
think
just
to
make
that
clear.
Thanks.
D
So
this
is
an
important
question
or
to
which
we
need
to
get
an
answer,
because
part
of
our
charge
explicitly
refers
to
maintaining
rigor,
and
so
this
is
something
that
mr
contemposis
and
I
will
need
to
take
to
the
school
committee
to
ask
them
what
do
they
mean
by
because,
if
they're,
what
I'm
hearing
is
that
the
district
may
have
one
definition
that
is
speaking
to
learning
to.
D
I
think
it's
mascara
you,
you
described
it
as
the
learning
process
and
there
may
be
some
who
are
thinking
of
it
in
terms
of
you
know
how
schools
may
be
ranked
on
different
national
rankings
or
what
have
you
there's
a
gap
and
in
order
for
us
to
be
able
to
perform
our
duty,
we
need
to
understand
what
the
school
committee
intention
is
when
they
use
that
term
rigor.
D
Is
it
about
maintaining?
Is
it
about
the
learning
process
or
is
it
about?
You
know
school
rankings
and
and
stature?
D
R
You
that
was
well
said,
ms
sullivan.
I
do
just
want
to
be
a
little
clearer
in
my
in
the
way
I
was
bucketing
the
two
that
I
I
wasn't
referring
to
reputation
or
stature.
I
was
referring
to
like
student
outcomes,
student
performance
data
and
not
stature
rankings,
but
more
measurable
data
points
for
which
most
high
schools,
public
and
otherwise
are
measured.
Graduation
rates
college
completion,
college,
enrollment
college
completion,
data,
mass
core-
you
know
those
pieces
not
on
any
stature.
R
D
Thank
you,
miss
lam.
S
B
The
question
I
would
raise
is
given
that
definition,
then,
how
are
they
measuring
how
the
district
actually
reachers
reaches
those
outcomes,
and
that
would
be
another
question
that
I
would
raise,
and
it's
perhaps
why,
as
miss
roberts
has
stated,
the
district
is
probably
rethinking
that
definition
in
light
of
the
fact
that
it
is
establishing
for
the
district
as
a
whole,
a
commitment
to
mass
core
standards
to
graduation
requirements
and
that
definition
from
the
district
is
more
a
driven.
By
to
my
way
of
thinking.
D
N
N
Well,
the
golden
answer
to
that
is
you're
right.
We're
not
we're
not
here,
re-engineering
the
mechanics
of
the
curricula
at
bls
or
the
other
exam
schools.
The
reason
why
it's
posed
to
us
and
why
it's
so
prominent
in
our
charge
is
implicit
with
that
is
we.
We
affect
the
climate
of
rigor
at
the
cities
that
elite
schools
by
the
way
we
select
the
student
body
and
those
are
loaded.
N
To
interpret
what
you're
saying
no
no
worries,
I
won't
miss
words.
On
friday,
I
shared
that
the
word
rigor
is
the
most
combustible
word
in
our
charge,
and
it
means
more
because
for
some
folks
you
know
it
it's
an
exclusionary
term
and
the
reason
why
it's
in
our
charge,
you
know,
is
there's
just
this.
N
You
know
there.
There
are
some
folks
who
are
using.
I
don't
believe
anyone
on
this
screen
is
using
it
this
way,
and
I
believe
that
our
when
we
think
of
rigor,
you
know
we
think
of
the
definition
of
rigor
as
as,
as
bps
shared
it
today,
there
are
others
who
are
using
that
term
to
mean
the
perpetuation
of
a
culture
where,
when
they
think
rigor
they're,
not
thinking
his,
you
know
classrooms
representing
his.
You
know,
historically
marginalized
students
in
a
culture.
N
You
know
that
we're
typically
associated
with
a
rigorous
education-
and
we
just
need
to
be
mindful-
you
know
when
folks
use
that
word
rigor,
that
there
there
are
both
of
these
terms
both
of
these
implicit
meanings
of
this
term
there.
N
N
Is
that
there's
a
there's
that
implication
that
the
folks
want
to
see
a
student
body
that
is
more
diverse,
but
that
does
not
dilute
the
exam
school's
capacity
for
rigor
and
that's
actually
where
the
rubber?
You
know.
That's.
That's
the
third
rail,
the
emotional
and
social
and
historically
painful
third
rail.
D
So
you're
getting
to
structural
racism
and
how
it
may
be
integrated
into
and
used
in
this
instance
with
respect
to
the
term
rigor.
C
P
D
C
C
The
first
is
some
lawyerly
housekeeping
that
I
just
wanna
to
flag
for
the
group
and
see
if
it
sticks
see
if
it's
relevant
to
what
we're
trying
to
do
and
the
the
second
is
you
know,
is
to
talk
out
loud
or
think
out
loud
about
you
know
what
kind
of
process
could
we
go
through
to
compare
the
different
models
that
have
been
presented
to
us
from
places
like
chicago
and
detroit
or
or
things
that
have
come
up
to
us
on
our
own,
just
in
simply
exploring
the
data
that
monica
hogan
and
monica
roberts
have
so
so
fully
provided
us.
C
So
so,
if
you
would
indulge
me
in
both
just
briefly
right,
first
thing
on
the
lawyerly
housekeeping,
we
had
just
been
talking
about
the
need
to
bring
to
the
school
committee
the
question
of
what
they
mean
around
rigor
in
our
charge,
and
I
I
wanted
to
turn
our
attention
to
the
charge
itself
and
specifically,
a
language
of
better
reflecting
the
racial
socioeconomic
and
neighborhood
diversity
of
boston's
k-12
population.
C
Okay-
and
this
has
been
brought
up
to
us
before-
we've
got
a
great
summary
by
attorney
michael
keating
samwell.
You
you
raised
the
the
point
of
of
what
a
thorough
victory
that
first
circuit
opinion
was,
and
it
really
kind
of
opened
some
doors
for
us
about
what
it
is.
We
can
do
to
promote
these
different
forms
of
diversity
that
we
see
in
our
city
within
our
exam
schools.
C
Get
you
know,
pulled
apart
and
dissected
in
public
view,
through
the
federal
courts
and-
and
I
think
we
had
plenty
of
questions
about
you
know
what
does
this
mean
for
our
work
going
forward,
and
can
we
even
talk
about
what
it
is
that
we
want
to
see
in
in
designing
a
plan
for
exam
score
missions
that
would
be
more
permanent
than
our
one-year
solution,
and-
and
so
this
is
this-
these
are
the
things
that
I
want
to
like,
hopefully
say
so
that
we
can
have
these
conversations
and
we
can
be
not
afraid
to
talk
about
any
of
these
issues
with
each
other
and
publicly
being
recorded,
live
over
zoom.
C
So
the
first
thing
is
this:
every
time
we
are
doing
this
work,
I
think
we
should
expect
that
there
is
going
to
be
a
legal
challenge
that
follows
what
we
do
and
to
me.
That
means
simply
that
we
have
to
do
our
best
as
a
committee
to
dot
our
eyes
cross
our
t's
and
really
know
the
ground
rules
and
the
game,
the
game
board
on
which
we're
playing
okay,
and
in
this
instance,
the
legal
game
board,
is
really
cornered
in
by
an
opinion
called
parents
involved.
It's
one
that
we've
talked
about
in
the
past.
C
That
was
decided
by
a
significantly
now
different
court,
where
in
in
in
2007
not
long
ago,
where,
while
a
majority
of
the
justices
note
that
the
desegregation
or
voluntary
integration
plans
at
work
in
seattle
and
louisville.
C
C
John
roberts
was
very
clear
in
parents
involved
that,
while
much
of
our
cases
about
higher
education
and
diversity
don't
apply
to
the
k-12
context,
he's
not
going
to
start
looking
at
approving
diversity
in
public
schools
without
beginning
that
conversation
around
the
educational
benefits
that
flow
from
diversity,
right
and-
and
those
are
benefits
that,
thankfully,
our
co-chair
mike,
has
clearly
articulated
to
the
school
committee
in
presenting
our
plan,
one
of
the
things
that
the
that
the
court
noticed
in
ruling
that
it
was
done
constitutionally.
C
So
we
know
the
court
believes
in
this
form
of
diversity.
Similarly,
thanks
to
justice
kennedy,
we
also
know
that
there's
a
value
to
diversity
that
he
and
a
majority
of
justices
with
them
saw
in
eliminating
barriers
to
equal
educational
opportunities
right
and
that
we
can
be
considerate
of
race
and
other
factors.
C
Okay,
this
kind
of
balancing
is
unconstitutional,
particularly
in
prior
efforts
like
in
parents
involved
to
tie
it
to
the
specific
racial
characteristics
of
individual
students.
That's
one
of
the
reasons
why
the
plans
and
parents
involved
defeated,
but
that
we
have
in
boston
was
approved
not
just
by
the
district
court,
but
also
by
the
federal
court
of
appeals.
C
Okay,
so
I
want
to
know
for
the
record.
That
is,
as
we
think,
about
reaching
back
out
to
the
school
committee
on
this
question
of
rigor.
Do
we
also
want
to
talk
to
them
about
our
charge,
or
do
we
simply
need
to
take
the
time
as
a
group
to
enumerate
the
reasons
why
it
is
our
plan,
whatever
it
becomes
fulfills
these
goals
provides
the
educational
benefits
of
diversity
and
helps
us
eliminate
barriers
along
the
lines
of
race,
socioeconomic
status
and
neighborhood.
C
Okay,
that's
one
thing
right
and
then,
if
you're
gonna
just
ride
with
me
for
a
little
bit
longer,
the
other
piece
that
I
want
to
say
in
this
pain
in
the
butt
lawyerly
way
is
that
you
know
our
job
is
not
just
to
plant
and
seed
this
garden,
but
to
make
sure
that
it
gets
tended
to
in
a
number
of
ways.
Okay
and
what
I
mean
there
is,
if
we're
doing
this,
and
we're
doing
this
in
any
way
that
we
hope
promotes
any
form
of
diversity
that
we've
talked
about.
C
We
need
to
be
able
to
check
that
process.
We
need
to
be
able
to
subject
it
to
periodic
review
and
that's
not
only
good
policy.
It's
also
good
law
in
the
cases
where
courts
have
applied.
Strict
scrutiny
to
matters
like
this
they've
wanted
to
know
that
you're
looking
under
the
hood
every
couple
years
to
make
sure
that
this
is
running
right,
and
I
would
like
to
suggest
that
when
we
come
up
with
a
policy
whatever
it
looks
like
whatever
the
plan
is
that
we
have
a
very
clear
component
for
how
we're
going
to
do
this.
C
D
So
so
matt,
I
do
want
to
pause
there,
because
that
was.
I
always
want
to
make
sure
that
I'm
capturing
kind
of
what
you
wanted
in
terms
of
the
takeaways,
and
I
also
want
to
make
sure
that
others
have
a
chance
to
to
weigh
in
in
this
segment
as
well
tonight.
So
so
what
I
have
in
terms
of,
and
thank
you
so
much
for
the
overview.
D
What
I
have
with
respect
to
your
two
primary
takeaways
one
as
we
are
asking
the
school
committee
about
the
rigor
component,
also
perhaps
reviewing
with
them
the
part
of
the
charter,
where
they
make
reference
to
diversity
and
making
sure
that
that's
that
that
that
is
indeed
in
alignment
with
what
they
are
expecting
us
to
review
or
if
they
would
like
to
provide
further
clarification
on
that
aspect
of
the
of
of
the
charge
and
then
the
second
point
being
specifically
as
it
relates
to
whatever
policy
recommendation
is
made
by
this
body.
D
Your
recommendation,
which,
which
you
want
to
make
one
of
the
things
you
want
to
make
sure
that
we
consider
is
including,
within
that
recommendation,
a
periodic
review
of
whatever
that
policy
is.
Are
those
the
two
primary.
C
C
Okay,
we
are
clear
that
the
work
we
are
doing
is
not
to
racially
balance
the
enrollments
of
schools
in
boston,
public
schools
right
in
its
exam
schools,
and
if
we
need
to
ask
the
school
committee
to
provide
us
that
clarification
now,
so
that
we
can
continue
to
do
our
work
in
this
manner,
perhaps
we
should
right,
and
the
second
piece
is
exactly
what
you
said-
that,
whatever
plan
we
come
up
with,
it's
subject
to
periodic
review
that
can
incorporate
the
feedback
of
students
as
to
the
their
experiences
on
the
basis
of
their
race,
neighborhood
and
socioeconomic
status.
C
I
mean
you
just
listen
to
me,
run
on
for
too
long
like
attorneys.
Do
so
I'm
gonna
stop
there,
but
I
will
say
if
we
want
to
talk
about
potential
models.
I'm
I'm
game
and
I
wonder
if
part
of
what
gets
us
going
is
to
just
simply
introduce
one
model
that
appeals
to
us
and
name
a
probe
and
or
a
con
and
or
a
question.
Yes,.
D
D
So
so
so
that
is
what
this
section
of
each
of
our
meetings
is
meant
to
do,
and
so,
to
the
extent
that
you
know
folks
have
you
know,
ideas
for
how
what
they
would
like
to
see
in
a
policy.
This
is
the
time
to
do
that.
You
know
for
everybody
across
the
board
this
long
and
then
mr
acevedo,
oh,
actually,
I
think
mascara
got
to
got
up
right
before
it
was.
I
felt
like
jeopardy
there
for
a
minute.
U
R
Thank
you.
I
agree
with
miss
slum
that
there's
a
lot
to
be
learned
from
the
one
year
policy,
but
I
might
see
it
slightly
different
that
we
use
that
as
a
baseline
for
a
policy,
because
it
was
a
policy
that
was
created
out
of
a
crisis
that
prevented
the
full
ability
of
any.
You
know
we
we
had
to
look
at
a
different
time
period
than
we
usually
do
for
students.
R
There
was
a
significant
portion
of
of
application
that
was
not
available,
and
so
I
I
I
feel
really
proud
and
honored
to
have
worked
with
the
working
group
on
this
policy
and
think
that
there
was
a
lot
of
thoughtful
work
done,
but
I'm
uncomfortable
with
it
serving
just
personally
as
the
starting
point
being
that
it
was
created
out
of
the
unavailability
of
specific
information
that
I
think
families
have
also
voiced,
even
even
just
on
grades
on
the
specific
time
period
needing
to
go
back
so
far.
R
But
but
I
do
agree
with
ms
lom
that
one.
The
point
that
I
was
originally
going
to
make
in
considering
models
is
related
to
something
that
we've
seen.
R
I
even
looking
at
the
data
today
with
very
kind
of
hard
limits
by
any
by
neighborhood
category
in
terms
of
access
and
my
mind
went
back
to
something
that
zoe
asked
a
few
weeks
ago
about
considering
applicants
as
individuals,
while
still
serving
to
those
points
that
mr
craig
are
articulated
in
terms
of
meeting,
to
ensure
that
we
have
a
learning
environment
that
maximizes
the
economic,
racial
diversity
of
our
city.
R
And
so
I
I
really
would
love
to
look
at
models
such
as
detroit,
where
applicants
were
able
to
apply
as
their
own
person
but
with
additional
factors
and
considerations
based
on
their
specific
status.
R
So
if
we
were
to
potentially
look
at
some
process
where
students
were
able
to
receive,
as
they
do
in
detroit
some
level
of
points
etc,
for
a
threshold
that
we
decided
based
on
school
type,
I
think
to
mr
kreger's
point
there
would
be.
There
would
still
be
that
socioeconomic
diversity,
especially
if
we're
looking
at
percentage
of
economically
disadvantaged
students
or
something
of
that
nature.
R
I
know
zoe
had
suggested
an
onus
before
you
zoe,
but
I
know
you
had
suggested
trying
to
get
at
people's
individual
income
levels,
which
I
think
is
very
challenging,
based
on
the
difficulty
of
people
even
submitting
their
own
grades,
never
mind
their
tax
returns.
R
But
I
I
am
very
drawn
to
your
your
point
about
how
individual
applicants
would
be,
would
not
simply
be
measured
against
folks
within
a
specific
tract
or
or
zip
code,
as
we
saw
some
instances
in
the
data
of
of
neighborhoods
with
low
socioeconomic
status
that
were
definitely
adversely
affected
by
the
one-year
policy.
O
N
Thinking
in
a
you
know,
in
a
very
accessible
way
to
non-lawyers,
and
precisely
for
that
reason
I
I
share
it's
both
her
pride
in
what
we
did
this
summer,
but
also
I
don't
I
I
would
be
cautious
about
using
the
working
groups.
N
Are
the
product
of
the
working
groups
recommendations
as
a
as
a
baseline
among
the,
in
addition
to
the
reasons
she
shared,
but
one
of
the
reasons
as
I'm
as
I
read,
the
circuit
court
opinion
one
of
the
reasons
it
passed
that
those
recommendations
past
constitutional
muster
is
because
it
was
by
definition,
limited
in
scope.
N
We,
the
the
court,
was
able
to
say
well
we're
just
they're
just
doing
this
for
a
limited
period
of
time,
and
it's
it's
not
not
clear
that
we
would
that
same
policy
would
pass
constitutional
muster
long
term.
I
think
more
instructive
would
be
just
thinking.
Mr
greger's
advice,
more
instructive
would
be
to
look
at
communities
that
have
enacted.
N
Intentionally
long-term
policies
that
have
also
passed
constitutional
muster
and
borrowing
from
that.
If
we
know
that
detroit's,
a
long-term
policy
and
they've
already
been
they've
all
been
tested
constitutionally,
you
know
in
chicago
as
well
just
to
be
able
to
to
draw
from
those
instru
those
those
instructions
may
be
their
example,
would
be
more
instructive.
Perhaps
for
us,
as
we
try
to
develop
a
cons,
a
constitutionally
defensible
permanent
policy
of
our
own.
S
Thank
you.
Yes,
I
want
to
echo
a
little
bit
about
what
ms
garrett
said,
but
I
also
really
feel,
like
the
lingering
question,
that
I
is
probably
on
the
minds
of
everybody
watching
right
now
and
probably
the
regular
question
I
have
is:
are
we
giving
an
exam
or
are
we
not
giving
an
exam,
and
I
think
we
just
need
to
get
to
the
point
about
that?
S
I'm
not
saying
like
to
skip
a
total
process,
but
I
do
think
we
need
to
have
a
very
real
conversation
about
that
and-
and-
and
I
know
that
this
is
not-
that
is
not
gonna-
be
an
easy
conversation,
and
I
know
some
people
might
say
well,
if
there's
multiple
factors
or
if
there's
not,
but
I
I
do
truly
think
that
is
the
biggest
question.
That's
on
the
minds
of
so
many
people
in
the
city
of
boston
right
now
regarding
this
task
force
and
we
need
to
address
it
head
on.
U
In
addition,
just
as
a
point
of
clarification,
I
wasn't
suggesting
that
the
temporary
policy
be
used
as
the
foundation
for
our
next
policy,
but
more
as
a
benchmark
or
a
watermark,
to
really
understand
what
that
policy
affected
bad
and
good
and
see
how
our
new
policy
would
address
either
sustaining
outcomes.
We
want
to
sustain
or
redress
outcomes
that
weren't
anticipated,
so
it
was
more
along
the
lines
of
analysis.
U
I
also
want
to
put
on
the
table
the
opportunity
and
again
I
don't
know
what
grading
periods
we're
thinking
of
using
for
for
the
ongoing
policy,
but
I
I
think
it
was
either
a
testimonial
or
potentially
one
of
the
students
who
suggested
using
more
than
just
math
and
ela
as
a
consideration,
and
I
don't
know
how
the
working
group
or
task
force
feels
about
that.
But
I
would
like
to
put
that
on
the
table.
D
R
Just
to
piggyback
on
miss
grass's
point,
and
maybe
it's
6
31
p.m-
isn't
the
time
to
start.
If
there
are
public
comments
today,
but
I
am
interested
in
returning
to
that
part
of
the
discussion
around
using
an
assessment,
and
I
know
that
we
are
awaiting
a
response
from
nwa
and
there
may
be
some.
You
know
considerations
that
certainly
will
be
taken
into
account,
but
it
I.
R
I
would
appreciate
the
opportunity
to
kind
of
have
a
sense
from
the
members
where
we
are
with
our
with
our
thinking
around
assessments
this
time,
but
it
could
be
another
meeting
or
I'm
just.
D
Yeah
I
mean,
I
think
that,
hopefully
we
will
hear
back
from
nwea
in
short
order.
It's
been
two
weeks,
and
so
hopefully,
as
a
good
partner,
they
will
send
us
something,
and
so
I
mean
I
think
that
perhaps
we
can
put
this
on
put
that
at
least
the
start
of
the
conversation
on
the
agenda
for
friday.
D
If
that
makes
sense
for
folks
knowing
that
it
will
likely
be
a
long
conversation.
R
Can
I
ask
a
question
that
maybe
might
that
we
can
add
to
that,
as
we
have
the
conversation
about
assessments
that
I
imagine
there's
a
variety
of
perspectives
on
the
on
the
in
our
group.
I
would
loved
folks
to
it
would
help
me
to
also
hear
from
folks
what
suggestions
around
an
indicator
to
to
identify
whether
a
student
is
relatively
close
to
grade
level.
R
If
not
an
assessment
might
help
us
think
about
think
about
models.
So
I
don't
know
if
I've
asked
said
that
clearly
is
if,
for
if
for
members
who
may
not
recommend
an
assessment
as
a
component
of
the
policy
is
there
another
attainable
data
point
from
all:
applicants
that
could
represent
represent
a
student's
performance
at
or
near
grade
level
before
matriculating
to
the
exam
schools.
D
Great,
I
think
dr
tong.
R
I
think
one
thing
that
the
working
group
discussed
that
we
put
into
the
the
charge
for
the
school
committee,
and
I
don't
believe
it
was
a
step
that
was
taken
was
that
the
the
grades
have
a
huge
level
of
subjectivity
across
school
types
and
that
we
were
to
ask
whether
it
was
school
leaders
or
the
districts
or
the
sending
schools
themselves
to
verify
that
the
class
work
represents
on
a
grade
level.
Work
for
a
variety
of
reasons.
R
D
So
I
actually
have
a
clarifying
question,
so
miss
roberts,
miss
hogan,
was
that
done
for
this
process,
because
that
was
very
much
so
part
of
the
recommendation.
Well,
not
the
recommendation
that
was
very
much
so
part
of
the
policy
that
was
approved
by
the
school
committee.
D
P
Take
that
question,
so
the
district
did
explicitly
ask
what
was
in
the
policies
that
the
district
would
verify
and
so
for
our
non-public
partners.
We
did
ask
those
school
districts
or
in
some
cases,
a
charter
school
is
considered
a
district
to
verify
and
on
the
district
part,
the
district
stance
is
that
grades
are
expected
to
be
reflective
of
grade
level
standards,
as
laid
out
by
the
massachusetts
curriculum
frameworks.
D
So
I'm
sorry
that
is,
that
is
not
clear
for
me,
so
let
me
ask
it
a
different
way.
The
policy
that
was
approved
by
the
school
committee
had
as
one
of
the
components
that
there
would
be
a
certification
by
the
ascending
school
that
the
b
average,
which
is
what
got
a
child
into
the
pool,
was
reflective
of
that
student
being
at
or
above
grade
level.
So
did
that
happen
for
all
students
who
were
in
the
pool.
P
D
P
Yeah-
and
I
think
what
miss
karen
is
referring
to
is
we
did
not.
We
did
not
as
a
district,
do
it
on
a
school-based
level
and
we,
as
we
expected
our
schools
to
follow
our
standards
right.
D
As
we're
before
we
go
into
public
comment,
the
only
question
that
I
have
at
this
time
is
one
that
I
think
I
asked
the
working
group
this
summer.
As
we
begin
our
entered
into
our
deliberations
and
just
to
level
set,
are
we
making?
Are
we
recommending
a
policy
that
is
designed
to
weed
students
out
or
to
weed
students
in
said
another
way?
D
D
It
would
inform
the
types
of
the
type
of
criteria
that
I
might
recommend
be
included
in
a
policy,
and
so
for
me
it
would
be
helpful
to
understand
you
know
again
for
us
as
a
task
force,
what
our
intention
is
and
to
just
be
upfront
about
it,
whatever
whatever
that
may
be.
D
D
I
know
I
need
to
do
it
to
speak
for
myself
to
put
pen
to
paper,
and
you
know
design
a
policy
that
that
we
believe
individually
could
be
used
in
this
instance
to
be
able
to
see,
you
know
to
one
help
us
all
guide
our
own
individual
thinking,
but
then
also
give
us
something
to
work
with
when
we
when
we
come
together
as
a
group.
A
We
have
seven
speakers
this
evening
and
each
speaker
will
have
two
minutes
per
person.
Please
state
your
name
affiliation.
What
neighborhood
you
are
from
before
you
begin.
When
I
call
your
name,
please
raise
your
hand
virtually
zoom.
Also,
please
make
sure
you're
signing
to
zoom
with
the
same
name.
You
used
to
sign
up
for
public
comment
that
will
allow
us
to
identify
you
when
it's
your
turn
to
testify.
A
V
Thank
you
very
much
good
afternoon
or
good
evening.
I
suppose
my
name
is
travis
marshall.
I'm
a
parent
of
two
bps
students
in
roslindale.
I
was
recently
speaking
with
an
older
neighbor
who's.
This
is
an
anecdote,
an
older
neighbor
whose
adult
kids
had
attended
a
mix
of
bps
and
parochial
schools,
and
the
topic
of
this
year's
admissions
came
up
and
she
mentioned
the
controversy
over
the
changes.
V
Her
oldest
she
told
me
had
long
years
ago,
gone
to
parochial
school
with
a
new
first
year
teacher
in
sixth
grade
she
didn't
know
she
was
supposed
to
cook
the
books.
My
neighbor
told
me
the
teacher
didn't
believe
in
giving
out
a
plus
grades,
and
therefore
none
of
the
sixth
graders
from
her
class
were
offered
exam
school
seats
that
year,
while
a
large
number
of
their
peers
at
different
parochial
school
were
it's
always
been
a
game.
My
neighbor
remarked
and
that's
at
the
heart
of
this
issue
about
exam
schools.
V
V
Now
it's
true
that
bps
has
much
work
to
do
to
ensure
all
high
school
students
have
access
to
similar
opportunities
and
resources,
but
that
work
is
politically
harder
in
an
environment
where,
if
a
few
schools
with
the
most
opportunities
disproportionately
serve
the
students
whose
families
know
how
to
play
the
game,
we
can't
return
to
the
past
a
test.
Providing
the
mirage
of
meritocracy
is
not
the
way
forward
and,
given
the
ubiquity
of
great
inflation,
it's
possible,
the
gpa
is
not
either.
V
W
Hi
good
evening,
everyone,
my
name,
is
jindal,
I'm
the
mother
of
former
boston,
another
student.
I
lived
in
west
roxbury
and
it's
my
first
time
to
attend
this
and
kind
of
activities,
and
I
learned
a
lot.
I
hear
a
lot,
that's
very
helpful
and
but
I
still
thinking
then
the
boston
mountain.
I
really
love
it
so
much
because
my
my
daughter
get,
you
know,
help
a
lot
from
this
school
and
its
oldest
school
american
is
a
prestigious
public.
Exam
school
provides
excellent
and
high
quality
education
to
the
students.
W
You
know
why
so
many
years
to
continue
the
pr
you
know
prestigious
public
school
because
and
is
so
successful.
I
believe
two
factors
attribute
to
this
success.
Why
is
a
good
faculty?
Boston?
Lodding?
Has
you
know
from
principle
to
his
teachers?
They
truly.
I
really
truly
appreciate
for
all
of
them
for
the
passion
delegation,
but
it's
not
enough
to
make
a
school
successful.
The
second
factor
is
equally
important,
sometimes
more
important,
which
is
a
good
student.
W
A
good
student
has
to
take
a
school.
You
know
very
seriously
and
work
hard.
I
hear
you,
you
know
your
statistic
shows.
You
know
those
economic
disadvantage
in
an
area
they're,
probably
less
prepared
you
compare
with.
You,
know
better
prepared.
I'm
thinking
you
know
like
a
kid.
You
run
fast
faster,
maybe
than
others,
maybe
if
he
has
in
a
culture,
he
has
a
better
shoes,
but
definitely
he's
a
hard
working
kid
and
other
kids,
he
probably
doesn't
have
a
coach,
doesn't
have
a
book
of
shoes,
but
he
also
less
prepared.
W
W
A
X
X
I
just
want
to
share
some
conversation
last
sunday
on
the
kitchen
table
with
my
daughter.
We
were
just
having
regular
sunday
dinner
together.
Suddenly,
my
fifth
grade
daughter
asked
me:
when
they
will
they
move
that's.
Why
cannot
be
her
best
friend
in
the
class
is
moving
out
of
boston
new
summer
because
of
her
classmates.
X
The
elder
sister
didn't
get
to
exam
school
invitation
last
year
and
they
are
facing
the
same
issue
in
the
current
for
for
her
classmate,
which
is
fifth
grader
next
year
going
to
be
hurting,
I
told
my
daughter,
we
cannot
move
your
elder
brother
is
in
bps.
As
long
as
you
work
hard
keep
your
excellent
grade.
You
can
go
to
school,
you
want
no,
my
daughter
answered.
X
Even
I
keep
acting
great.
I
won't
get
into
any
good
schools.
Eddie
eddie
is
her
classmate's,
the
elder
sister,
which
is
sixth
grader
this
year
ali
is
a
top
one
in
the
class
she
got
a
minus
gpa.
X
X
X
So
from
the
last
work
group
conversation
that
slider
showed
that
11
schools,
10
of
them,
are
bps
schools
with
a
decline
with
10
seats.
This
higher
significant
minimize
the
impact
of
these
schools
as
the
parents
are
reporting
that
they
were
declining,
30
or
40
seats.
X
So
climber
last
year
had
41
seats,
but
this
year
they
only
have
seven
seats,
so
my
daughter's
value
system
now
totally
destroyed
she's
a
paranoid
paranoid
hard
working
is
not
value
anymore.
I
cannot
ask
her
to
do
extra
reading
or
actual
excites,
because
that
will
be
considered
cheating
or
gaming.
The
system,
kids,
don't
want
to
go
to
awc
class
anymore.
They
will
hurt
your
grade
even
more.
Now
all
the
kids
just
want
to
move
to
the
right
zip
code,
oh
more
more
of
the
boston
period,
and
I
cannot
see
that
that's
not
right.
X
X
X
A
Y
Y
Y
Instead,
I
studied
hard
day
and
night
also
over
the
weekend
and
the
skills
I
learned
has
been
used
to
help
our
society
to
fight
the
core
which
this
is
now.
I
don't
think
my
hard
work
and
contribution
to
society
should
be
an
excuse
to
punish
my
children
and
just
because
they
live
in
a
specific,
zip
code.
Y
Yeah,
the
kids
have
not
have
done
nothing
wrong
and
it's
unfair
and
totally
wrong
to
deprive
of
those
talented
kids
or
their
opportunities
just
because
parents
chose
to
live
in
a
specific
difficulty.
So
education
is
not
a
zero-sum
game.
The
fact
that
some
kids
get
ahead
through
discipline
and
hard
work
doesn't
deny
that
opportunity
to
others
who
face
the
same
choice
so
by
taking
opportunities
from
kids,
because
they
are
too
successful.
Y
Y
So,
given
the
main
issue
observed
with
last
year's
policy
change
due
to
pandemic,
I
propose
we
go
back
to
our
original
administration
policy,
yeah
just
10
sec
seconds.
We
need
to
so
that
we,
because
the
pandemics
almost
close
it's
under
control,
so
we
need
to
go
back.
So
thank
you
for
your
consideration.
O
Hi
everyone,
so
I
believe
everybody
recently
heard
these
news
that
kobe
brand
was
devoted
to
the
firm
basketball
hall
of
fame
right.
So
I
believe
everybody
loves
kobe
bryant,
okay,
she
he
he's,
unlike
eight
eighteen
times
or
star
and
nba
most
valuable
player,
so
why
the
kobe
bryant
gets
so
much
reputation
in
the
basketball
field,
because
I
believe
this
because
of
his
excited
performance
and
not
because
she
he
he
lives
in
the
specific
zip
code.
O
So
kobe
brand
was
he's
he's.
He
he's
very
worked
very
hard
when
he
was
in
the
high
school.
He
started
to
practice
at
5
00
a.m
in
the
morning
and
they
left
the
full
school
at
7
00
a.m,
so
every
day
practice
two
hours
and
when
people
when
most
people
are
still
in
their
dream,
okay,
so
and
also
kobe
bryant-
has
a
very
successful
and
the
farmers
father-
that's
joe
brent,
so
that's
kobe,
bryant's
20
seconds
does
kobe.
Bryant's
achievement
is
affected
by
his
father's
success.
O
Z
Z
Yes,
how's
that
good.
Thank
you,
okay,
so
good
evening
my
name
is
rachel
meiselman.
Z
Z
Z
Moreover,
how
would
the
square
with
the
rigorous
curriculum
that
is
in
place
next?
I've
heard
different
terms
related
to
socioeconomics.
I
have
heard
the
term
economically
disadvantaged,
miss
sullivan.
I've
heard
you
use
the
term
housing
fragile,
something
along
those
lines,
and
so
what
I
want
to
know
is
what
exactly
are
the
terms
that
are
being
used
relative
to
those
that
maybe
have
less
in
terms
of
socioeconomic
resources
and
what
are
the
criteria
in
place?
What
do
you
use
to
determine?
Z
Who
is
in
fact
disadvantaged
in
that
respect,
and
I
would,
of
course
want
to
know
what
support
20
seconds
that
you
have
in
place
for
that,
because
we
obviously
want
all
our
students
to
thrive.
Finally,
I
must
come
back
to
this.
What
are
you
doing
to
fix
the
feeder
schools?
According
to
the
state
audit
last
year,
sixteen
thousand
hundred
students
are
attending
schools
ranked
in
the
bottom
10
percent
of
the
state.
There
are
two
small:
there
are
two
schools
on
methadone
mile
again.
What
are
you
doing
to
fix
the
feeder
schools?
Z
Z
AA
AA
AA
Good
evening,
so
I'll
jump
right
in
by
adding
my
voice
to
the
chorus
of
public
commenters,
who
have
expressed
frustration
with
the
timing
and
manner
in
which
bps
has
released
information
about
2021
admissions.
Even
after
tonight's
presentation,
we
still
have
not
seen
the
gpa
cutoffs
for
each
individual
exam
school,
both
by
sending
school
and
zip
code.
AA
Another
recent
example
of
the
way
that
bps
has
been
disingenuous
in
the
provision
of
data
is
the
chart
from
friday's
presentation
showing
which
schools
earned
quote
unquote,
10
or
more
fewer
seats
over
last
year.
My
understanding
is
that
some
bps
schools,
for
example
the
quincy
and
the
kilmer
schools
each
received
somewhere
between
30
and
40
fewer
invitations
than
they
did
last
year.
So
a
category
of
10
or
more
is
misleading
if
the
real
number
is
40..
So
let's
just
see
the
raw
data
for
all
sending
schools
for
recent
years
without
the
spin.
AA
I
would
also
like
to
convey
some
concerns
about
the
composition
of
the
task
force.
I
intend
no
disrespect
to
the
serving
members,
but
it
remains
a
mystery
to
many
of
us
as
to
how
and
why
this
particular
group
was
selected
and
why
certain
categories
of
stakeholders
and
areas
of
professional
expertise
are
not
represented,
as
we've
already
seen
this
year.
AA
Any
decision
about
the
exam
school
admission
policy
is
a
critical
one
that
will
profoundly
affect
families
throughout
the
city.
It
needs
a
full
and
fair
democratic
process
that
ensures
that
every
engaged
stakeholder
feels
their
voice
is
being
heard
by
decision
makers
who
are
actually
accountable
to
the
residents
of
boston.
AA
I
note
that
judge
young
cited
the
significance
of
the
upcoming
mayoral
election
in
his
opinion,
as
well
as
the
community
for
democratic
decision-making
on
this
issue.
Bostonians
who
care
about
our
students
and
schools
deserve
to
know
where
our
mayor
and
city
councilors
stand
and
deserve
a
chance
to
voice
their
opinions
at
the
ballot
box.
Thank
you
for
your
time.
A
B
Is
there
anything
further
that
we
need
to
discuss,
I
think
we're
set
for
friday.
We
are
going
to
have
a
a
speaker
and
dr
tong.
Are
we
all
confirmed?