Tennessee and Connecticut graduates suing for literacy failures

Two high school graduates from Tennessee and Connecticut are suing their school districts because they say they cannot read or write, even after graduating. They claim the schools failed to provide the free public education they deserved. Professor William A. Jacobson from Cornell Law School believes these lawsuits highlight a larger issue in the U.S. education system. He says many students are not getting a proper education and are simply pushed through school without learning essential skills. Jacobson notes that there are likely thousands of other students in similar situations. The former President Donald Trump criticized the Department of Education for not improving student outcomes. A recent White House report indicates that math and reading scores for teenagers are at their lowest levels in decades. Many fourth and eighth graders are not proficient in reading, and spending on education has not resulted in better student achievement. In Tennessee, a student named William A. has won a legal battle claiming his rights under the Individuals with Disabilities Education Act (IDEA) were violated. Despite graduating high school with a 3.4 GPA, he could not read or write due to severe dyslexia. His problems were overlooked by the school system, which passed him along without proper education. Similarly, in Connecticut, Aleysha Ortiz, another graduate, is suing her school board. She also claims her learning disability was not adequately addressed during her education. Ortiz expressed concerns about being unprepared for college, especially since she received little support until just before graduation. Jacobson supports the students and notes systemic issues. He points out that school funding often depends on student performance. This creates pressure on schools to pass students without addressing their learning deficits. He suggests parents should focus on supporting their children's learning rather than pursuing lawsuits. Many public school students are legally required to have individualized education plans (IEPs) which create additional challenges for teachers, especially amid staff shortages. Jacobson emphasizes the need for better training for educators to support students with dyslexia.