Illiterate Graduate Sues School District, Shines Light on Nationwide Issue

“It felt like they were indifferent to my future,” she remarked about her school. “I genuinely believe you do not value me as a student and as a person, and you are not invested in my education.”

The lawsuit noted that due to language barriers, she had needed an individualized learning plan since first grade. It stated that throughout her entire schooling, she was supported by a team of case managers and special education teachers. By the time she reached middle school, her academic skills were reportedly at the levels of kindergarten or first grade.

In a report issued by a school social worker at the end of her junior year on May 23, 2023, it was indicated that Ortiz “consistently and persistently advocated for reading and writing assistance; stated that she couldn’t write and could barely grip a pencil; mentioned her struggles to write in class; and that she had to take assignments home to use voice-to-text features on her computer,” as detailed in the lawsuit.

The Epoch Times attempted to reach Hartford Public Schools for a comment but did not receive a response.

Recent state assessment findings highlighting low literacy rates among students nationwide, alongside high graduation rates, imply that Ortiz may not be a unique case.

Challenges in public school literacy, exacerbated by language barriers, special education needs, and the adoption of assistive technology that may bypass traditional learning methodologies, could become a significant discussion point for education policymakers and legislators in the near future.

Jason Dudash, the West Coast director for the Freedom Foundation think tank, indicated that the historical standards for reading and writing are diminishing.

To maintain state funding for special education and other programs, school districts are required to show some evidence of performance improvements—often resulting in a greater focus on graduation rates compared to state standardized testing outcomes.

“This ties back to government incentive structures,” Dudash stated to The Epoch Times. “Graduation has lost its significance; it’s essentially become a mere participation award.”

“While graduation rates have shown positive trends, significant inequities persist, including systemic bias and limited access to quality educational resources,” the report emphasized.

One school counselor was quoted as saying that action must be taken to combat “systemic approaches that favor white supremacy, middle-class values, and inadequate access to resources and support.”

State Representative Christine Drazen, who previously ran as a Republican candidate for governor, opposed the removal of the skills requirement.

New Mexico and Washington, D.C. had the lowest rates at 57 percent, while New Jersey and Massachusetts achieved the highest rates at 77 percent. Connecticut and Oregon were at 72 percent and 67 percent, respectively.

However, proficiency rates were significantly lower, with New Mexico at the bottom with only 18 percent; New Jersey led with 42 percent; Connecticut recorded 35 percent; and Oregon had 28 percent.

Additionally, the Northwest Evaluation Association found that public education has not seen significant improvements since the COVID-19 pandemic.

This nonprofit organization, focused on K–12 assessment and research, collaborates with state education departments and school districts to create state tests, implement additional tests to track progress, and identify areas where teaching can be enhanced.

This assessment measured cognitive and workplace skills essential for meaningful participation in today’s economy among working-age populations aged 16 to 65.

Statewide, the English proficiency level stood at 63.9 percent, with an average graduation rate of 88.4 percent.

The school’s percentage for “demonstrating post-secondary (college) readiness” was just 10.8 percent, contrasting sharply with the statewide average of 44.3 percent.

Last year, the per-pupil expenditure at Hartford Public High School was $30,853.

At that school, 43 percent of students were still in the process of learning English, and the chronic absenteeism rate was 65.1 percent.

Carol Gale, president of the Hartford Federation of Teachers union, noted that the Ortiz case has opened avenues for teachers and administrators to address ineffective policies.

These discussions include the regulation that awards every student a baseline score of 50 in all classes during each grading period, irrespective of attendance, assignment completion, or test performance resulting in a zero score, she explained. With this minimum score, students can still pass if they perform better in later marking periods as long as the overall passing grade is 60.

The Hartford district has also not enforced a policy specifying that 20 unexcused absences result in a failed grade level, Gale conveyed to The Epoch Times.

“Some students have passed with 40 or 50 absences,” she remarked.

Gale, who teaches English Language Arts, shared that union leaders in various districts have similar worries.

“We observe this as a trend to artificially inflate graduation rates,” she commented. “We feel our district is lowering expectations for our students. I wonder, what have they actually passed? I’m not certain we are preparing them for future success in the real world.”