Natalie Diaz Ake

The working group discussed the implementation of MAP Growth assessments, exploring their utility as an admissions tool while emphasizing that they should not be the sole measure for student selection. Key topics included technical insights on test validity, alignment with Massachusetts MCAS standards, strategies to minimize bias in testing, and the process for evaluating student progress. Additionally, the group received a briefing on legal developments concerning pending litigation regarding school admissions and heard public commentary regarding admission results for the 2021-2022 school year.

The Task Force held a remote meeting to review and deliberate on various simulation models for exam school admissions, specifically focusing on composite score weighting mechanisms involving GPA, assessment scores, and high poverty school indicators. Discussions centered on the potential use of lottery systems within socioeconomic tiers versus straight-rank seat allocation models. Members debated the implications of different seat allocation splits, including city-wide versus tier-based approaches, and reviewed the integration of specific factors such as homelessness and Department of Children and Families status within the admission process. The meeting concluded with public comment and a vote to suspend proceedings.

The Task Force held a remote meeting to discuss admissions policies for exam schools. A guest speaker presented on the role of standardized testing in selective admissions, noting limitations and potential biases associated with such tests. Members discussed alternative criteria for student selection, including grade point averages, the use of school-based performance metrics, potential lottery systems, and socio-economic indicators. The Task Force reviewed data maps, considered proposals for weighted scoring for students from economically disadvantaged backgrounds, and heard public comments regarding current admissions policies, including the use of zip codes and standardized testing.

The meeting centered on the discussion of admission criteria for exam schools, including the potential use of standardized tests and alternative evaluation methods like teacher recommendations and socio-economic factors. Presenters discussed research regarding the use of standardized testing and its impact on equitable access for historically marginalized student groups. Members deliberated on various proposals, such as implementing a lottery system, considering student zip codes or family income as indicators, and the necessity of additional support and summer training camps for students transitioning to exam schools. Public testimony from parents and community members regarding proposed changes to the admissions process was also heard.

This document outlines the Artificial Intelligence Policy for Boston Public Schools, establishing core values for the responsible and ethical use of AI. Key focus areas include human-centered approaches, equity and inclusion, purposeful application, ensuring safety, privacy, and security, fostering transparency and accountability, and promoting continuous learning. The policy aims to guide the implementation of AI across teaching, learning, and professional practices, with a strong emphasis on protecting student data and developing digital AI competency within the community.