Aleysha Ortiz, a 19-year-old who graduated with honors from Hartford Public High School in 2024, has filed a lawsuit against the Hartford Board of Education, the City of Hartford, and a former special education case manager. Despite earning academic recognition, Ortiz claims she cannot read or write, raising concerns about the effectiveness of the education system, particularly for students with learning disabilities.
Ortiz, originally from Puerto Rico, exhibited learning difficulties as early as first grade, struggling with letter and number recognition. However, instead of receiving targeted interventions, she was promoted through the school system without developing basic literacy skills. By sixth grade, assessments indicated that she was reading at a kindergarten or first-grade level, yet little was done to address the gap.
As she advanced through school, Ortiz’s struggles continued. By her junior year, she realized she might have dyslexia and requested an evaluation, but school officials initially dismissed her concerns, claiming it was too late for testing. When an assessment was finally conducted on the last day of school, results confirmed that she lacked foundational reading skills.
Despite her academic challenges, Ortiz graduated with honors in June 2024. However, she alleges that this achievement does not reflect actual learning but rather a system that advanced her without ensuring she mastered essential skills. Her lawsuit argues that the school district prioritized moving students through the system rather than equipping them with the necessary tools for success.
Ortiz’s lawsuit claims that the Hartford Public School system failed her by neglecting to provide adequate special education support. She also alleges that her special education case manager, Tilda Santiago, bullied and mistreated her, contributing to emotional distress. According to the lawsuit, Ortiz reported the harassment multiple times, but school administrators took no meaningful action.
The case underscores broader issues within public education, particularly regarding support for students with learning disabilities. Ortiz and her legal team argue that by allowing her to graduate without functional literacy, the school district violated her right to a proper education.
Following her graduation, Ortiz enrolled at the University of Connecticut. However, without literacy skills, she relied heavily on assistive technology, such as text-to-speech and speech-to-text software, to complete assignments. The overwhelming academic and emotional toll eventually led her to take a leave of absence to focus on her mental health, though she intends to return.
Ortiz’s case highlights a systemic failure in the education system, where students with learning disabilities are often pushed through without receiving the help they need. Her lawsuit seeks not only accountability for her personal experience but also systemic changes to prevent similar situations in the future.
Hartford Public Schools have stated that they remain committed to addressing the diverse needs of their students but declined to comment on the ongoing litigation.
Aleysha Ortiz’s story is a powerful indictment of an education system that prioritizes graduation rates over actual learning. Despite earning honors, she faces significant barriers that should have been addressed long before she left high school. As her case unfolds, it may serve as a turning point for educational policies concerning students with disabilities, ensuring that diplomas reflect genuine achievement rather than bureaucratic promotion.
