I started teaching in the Florida public school system in 1997. Save for 2 maternity leaves and a one year stint running a pre-school, I taught every year up until a few years ago. These kinds of stories hurt my heart because I know it is still happening and it is so wrong.
NEW: Special needs student who graduated with a 3.87 GPA despite reading at a first-grade level is suing a school district in Washington
— Unlimited L's (@unlimited_ls) March 6, 2026
"Her diploma was more of a participation trophy."
Makena Simonsen’s family is suing the school district, alleging “benevolent… pic.twitter.com/p4bqZylDHK
In Florida, there is a bit of a failsafe in third grade. Children have to show some proficiency in Reading or they are held back (at least in public school). Even this started getting more and more loopholes. My concern focuses on ESE and ESOL students.
ESE includes students who have been diagnosed with learning disabilities, behavioral or emotional disabilities, or even physical disabilities. Under this umbrella are also GAT or Gifted and Talented Students. These students all get in IEP. This gives special instructions all teachers must follow to ensure student's unique needs are accommodated.
On the other hand, ESOL students are students who don't speak English as a first language. Within this category are levels. L1 are students who have least language acquisition and as you go up the levels, students have higher English language proficiency and there are increased expectations.
I explained all of that to present my personal issue with the way the system currently works. ESOL students at L1 are graduating with high school diplomas with little to no English language acquisition and that doesn't sit right with me. This is the same diploma a fully proficient English speaker, writer and reader will receive, yet these students have not mastered any of those skills in English. Let me be clear ... this does not mean these students are not smart or not literate. In their language of origin, they very likely are. They are not, however, in English, and that is the language people in the United States need to speak.
Inflating degrees does not serve anyone well. At the very least, there should be a diploma available that is not a regular high school diploma. Students should not receive a high school diploma in the United States unless they meet all the requirements and that includes speaking, reading, and writing in English.
This isn't just in Washington state. It's widespread across the public school system! Districts get more funding if they show "increase of graduates" and "allegedly" showing their lousy special needs programs are benefiting the student.
— David Lester (@DavidLeste82317) March 6, 2026
I understand students who work very hard want some evidence of the work they did even if they could not meet the high school graduation requirements. I am all for discussing what that looks like, but just handing out diplomas because someone worked hard should not be what we settle on.
My brother in law graduated from Katy ISD in Texas 2 years ago even though he had an mental issue, he couldn’t read, he couldn’t do basic math and he couldn’t speak or read English
— Bo Jo (@bluetriumphst) March 6, 2026
What are your thoughts on limiting ESOL services to two years? It’s frustrating seeing the expenditures for students born in the US especially, but from second language homes wallow in ESOL for 8-10 years of public school. It’s beyond frustrating seeing secondary students in ESOL…
— The Principal’s Office (@educator4ever36) February 24, 2026
Just a point when immigrants came
— Sarah Lewis (@SarahLe76283216) February 25, 2026
Over in 1900’s and through WWI and WWII there was no ESOL.
You either learned the language or died on the street. Your kids went to school and learned English and came home and taught it to the parents. That is how my great gpas learned.
Often, the reason there is no motivation to test out is the smaller classes where SOMETIMES the teacher speaks your home language, and the easier coursework. Something has to change.
High school diplomas should have a set standard and students who cannot reach all the benchmarks should have access to alternate programs or a different completion certificate. Giving out participation trophy diplomas hurts all students.
