Of course he can’t read – Agathequelquejay

Lately family appeared on the news for their disappointment with their child’s education in Hartford Public Schools, especially the lack of preparation for higher education. As a teacher for 21 years in Hartford Public Schools, I am incredibly saddened by this difficult reality, but unfortunately not surprised.

Of course he can’t read.

Tiffany Moyer-Washington

Over the past seven years, Hartford Public Schools policies have widened the cracks through which the most vulnerable students could slip through.

Attendance requirements for graduation have been omitted, as have absence inspectors and attendance inspectors, to ensure our students attend school regularly. Without accountability and support, some of our students miss hundreds of days of school and fall further and further behind.

Staff shortages of special education teachers and paraprofessionals are having a detrimental and irreversible impact on the special needs student population. Many special education teachers employ more than 80 students, which equates to nearly 1,000 hours of core service.

Additionally, our multilingual teachers have seen a huge influx of students with varying levels of English proficiency, speaking hundreds of languages. The effort to serve these students has caused many to leave the district for others with more resources and support – once again depriving our students of the tools they need to succeed.

Over the past seven years, district passing standards have also increased with an increase in the district minimum of 50 for all failing grades – meaning a student must only pass a quarter and never return to school and still “pass” the class.

The increase in upward mobility, as opposed to the retention of students who have not mastered appropriate skills or content knowledge, has resulted in a saturation of senior classes with students five, six, or seven years below grade level.