The proposed changes would merge the existing tiers, where currently each of the eight tiers is allocated 12.5% of invitations. Under the new proposal, each of the four tiers would receive 25% of invitations. Simulations using data from previous school years highlighted the potential for a more balanced allocation, which committee members believe could lead to a fairer admissions process.

A focus of the discussion was on the impact of the proposed changes on high-performing students and those from varying socioeconomic backgrounds. There was a particular interest in understanding how the adjusted tiers might affect students with disabilities, multilingual learners, and those from underrepresented racial and ethnic backgrounds. The committee expressed a desire to see more detailed data on invitation trends broken down by race and ethnicity to ensure the changes would indeed enhance equity.

In addressing these proposals, the committee members reflected on the outcomes of previous policy changes and noted that the current graduating cohort would be the first to complete their education under the most recent exam school policy. Simplifying the tier system could alleviate some of these concerns, making the process more accessible and transparent.

The meeting also included a detailed presentation on the Boston Public Schools’ budget and financial outlook. The superintendent reported a net budget surplus for the previous year, with strategic investments planned for fiscal year 2026. The focus will be on closing opportunity gaps, particularly for students with disabilities and multilingual learners. Significant investments have been earmarked for hiring staff to support inclusive practices and establish new bilingual and multilingual programs. The district aims to continue its equitable literacy initiatives with high-quality instructional materials and resources.

Moreover, the superintendent outlined the transition from a historical budget model to a more traditional funding approach, emphasizing stability and continuity in student services despite the reduction of federal ESSER funding. The importance of maintaining equitable resource allocation was highlighted, with a focus on ensuring that factors such as school counselors, librarians, and social workers remain adequately funded.

Another topic discussed was the Multi-Tiered System of Supports (MTSS), with a focus on how the framework can prevent the overidentification of students for special education services. The effectiveness of MTSS coordinators, particularly in addressing chronic absenteeism and supporting multilingual learners, was examined. Concerns were raised about the capacity of MTSS coordinators to manage their roles effectively, given the increasing demands on their responsibilities. The committee recognized the need to enhance professional development and centralized support to optimize the impact of MTSS.

Public comments during the meeting brought attention to staffing challenges within the district, particularly concerning the retention and support of diverse educators. Speakers highlighted the need for equitable treatment and fair compensation for paraprofessionals, who play a vital role in supporting students with disabilities. Concerns were also raised about the recruitment and retention of Black educators, with calls for the district to take immediate action to address these disparities.

Additionally, the committee discussed the ongoing challenges in student transportation, with the executive director of transportation reporting improvements in on-time performance and emphasizing the importance of gathering family feedback through surveys. The meeting concluded with an acknowledgment of the continuous efforts to enhance the educational experience and address systemic challenges within Boston Public Schools.