College Student Sues School District After Graduating Without Learning to Read or Write

A 19-year-old student from Connecticut has initiated legal action against her former school district, alleging she graduated high school without the ability to read or write. Despite earning honors and securing a college scholarship, Aleysha Ortiz contends that the Hartford Public Schools system failed to address her learning difference, resulting in her functional illiteracy. ​

Ortiz’s lawsuit asserts that her difficulties with letter, sound, and number recognition were evident as early as first grade. By sixth grade, her reading proficiency remained at a first-grade level. She recalls being marginalized in class, often told to “stay in a corner and sleep or just draw pictures.” These challenges led to behavioral issues, with Ortiz admitting, “I was the bad child.”

Born in Puerto Rico, Ortiz’s mother, Carmen Cruz, sought better educational opportunities for her daughter by relocating to Connecticut. However, Cruz’s limited English proficiency hindered effective communication with school officials regarding Ortiz’s needs. ​

During her sophomore year at Hartford Public High School, Ortiz was assigned a special education teacher and case manager, Tilda Santiago. The lawsuit alleges that Santiago subjected Ortiz to bullying and harassment, including stalking her on school grounds, leading to Santiago’s eventual removal from the case. ​

In her junior year, educators recommended testing for dyslexia, but comprehensive evaluations were not completed until the last day of her senior year. The assessments confirmed that Ortiz was indeed dyslexic and required explicit instruction in phonics, fluency, and reading comprehension. Despite these findings, she graduated with honors in June and was offered a deferred diploma in exchange for intensive services, which she declined, stating, “They had 12 years; now it’s my time.” ​

Ortiz managed to navigate the educational system by utilizing technology such as text-to-speech and speech-to-text applications. She used these tools to complete assignments and even her college application. Currently enrolled at the University of Connecticut, Ortiz has found college challenging and has taken a break from classes to focus on her mental health, with plans to return soon. ​

Through her lawsuit, Ortiz aims to hold the school district accountable and prevent other students from experiencing similar educational neglect. She emphasizes her passion for learning, stating, “People took that opportunity for me to learn, and now I’m in college and I want to take advantage of that. Because this is my education.”

Hartford Public Schools has refrained from commenting on the pending litigation but expressed a commitment to addressing the diverse needs of its students to help them reach their full potential. ​

This case underscores the critical importance of early intervention and appropriate support for students with dyslexia to ensure equitable educational outcomes.​

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