Hartford, CT – Aleysha Ortiz, a 19-year-old graduate of Hartford Public High School, has filed a lawsuit against the City of Hartford, its Board of Education, and a former special education teacher, alleging she was allowed to graduate with honors despite being functionally illiterate. Ortiz, who also received a scholarship to the University of Connecticut, claims she cannot read or write, a condition she says went unaddressed throughout her 12 years in the Hartford public school system.
Ortiz testified at a May 2024 city council meeting, stating she was unable to read or write even simple things despite her academic achievements. The lawsuit contends that she exhibited learning difficulties from an early age, with testing in sixth grade indicating her reading ability was below a first-grade level. Despite these long-standing issues, she progressed through the system, ultimately graduating with honors in June 2024.
The legal action further alleges that Tilda Santiago, a special education teacher and case manager assigned to Ortiz during her sophomore year, subjected her to bullying and harassment. Ortiz claims Santiago would "yell at, belittle, and humiliate [Ortiz] in front of other students and teachers," and mocked her learning disabilities. This alleged behavior contributed to her educational neglect.
Aleysha Ortiz is currently enrolled at the University of Connecticut, where she relies heavily on assistive technology, such as speech-to-text and text-to-speech programs, to complete her coursework. She has reportedly taken a break from classes since February 1 for mental health treatment. Ortiz stated, "I decided, they had 12 years, now it’s my time," indicating her motivation for the lawsuit, which reportedly seeks $3 million in damages.
Hartford Public Schools has issued a statement regarding the ongoing litigation. "While Hartford Public Schools cannot comment on pending litigation, we remain deeply committed to meeting the full range of needs our students bring with them when they enter our schools—and helping them reach their full potential," the district stated. The case highlights broader concerns about educational standards, the efficacy of special education programs, and how academic achievement is measured, particularly for students with learning disabilities.