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>> EDUCATION REFORM IS A TOP PRIORITY FOR LAWMAKERS THIS
YEAR AS THEY FACE A JUDGE'S APRIL DEADLINE TO PRESENT A
PLAN TO MAKE MASSIVE CHANGES TO THE ENTIRE SCHOOL SYSTEM.
JUDGE SINGLETON ISSUED THAT DEADLINE LAST YEAR AFTER
RULING THE STATE HAD FAILED ITS CONSTITUTIONAL OBLIGATION
TO OFFER A QUALITY EDUCATION TO ALL STUDENTS, INCLUDING
THOSE MOST AT RISK.
NOW, AS WE CONTINUE TO FOLLOW THE PROPOSALS, WE WANTED TO
LOOK BACK ON EXACTLY WHAT JUDGE SINGLETON FOUND AND WHY
WE ARE IN THE POSITION WE ARE IN RIGHT NOW.
NEW MEXICO IN FOCUS SPECIAL CORRESPONDENT SARAH GUSTAVUS
DOWN WITH ONE OF THE PLAINTIFFS IN THAT COURT CASE,
WILHEMENA YAZZI AS WELL AS THE LAWYER FROM CENTER ON LAW AND
POVERTY.
THIS IS A SAMPLE OF WHAT MS.
YAZZI'S EXPERIENCE WAS AND WHY SHE DECIDED TIME FOR DRASTIC
CHANGE IS NOW.
>> WILHEMENA, I WANT TO START WITH YOU.
YOUR SON WAS IN MIDDLE SCHOOL IN GALLUP WHEN THE LAWSUIT
STARTED.
WHAT CONCERNS DID YOU HAVE ABOUT THE QUALITY OF EDUCATION
HE WAS RECEIVING?
>> ACTUALLY, HE WAS ELEMENTARY.
>> WHEN IT STARTED.
>> AS A CONCERNED PARENT, MY CHILD AT THE TIME I FELT LIKE
HE WASN'T RECEIVING THE ADEQUATE AND SUFFICIENT
RESOURCES THAT HE NEEDED IN ORDER FOR HIM TO BE SUCCESSFUL
AND ESPECIALLY THROUGH MIDDLE SCHOOL AND HIGH SCHOOL.
I WANTED HIM TO BE COLLEGE READY, BE PREPARED FOR LIFE
OUTSIDE WHEN HE GETS OLDER.
AS A NATIVE AMERICAN, NAVAJO, WE CONSIDER OUR CHILDREN
SACRED AND THAT IS ONE OF OUR PRIMARY RESPONSIBILITIES TO
OUR CHILDREN IS THAT WE MAKE SURE THAT WE TEACH THEM THE
CORRECT, YOU KNOW, PRINCIPLES OF LIFE AND ALSO TO PROTECT
THEM.
THAT IS OUR PRIMARY RESPONSIBILITIES FOR OUR
CHILDREN.
THAT IS WHY I HAD SOME CONCERNS WITHIN THE SCHOOLS
THAT HE WAS ATTENDING, TO MAKE SURE THAT HE RECEIVED THE
QUALITY EDUCATION THAT HE WAS ENTITLED TO.
>> WERE YOU CONCERNED EVEN IN ELEMENTARY SCHOOL THAT HE WAS
FALLING BEHIND?
>> HE WAS ACTUALLY DOING WELL, GETTING GOOD GRADES AND DOING
VERY WELL, BUT THEN WHEN IT CAME TO TESTING, HE FELL BELOW
THE PASSING GRADE LEVEL.
AND THAT WAS A LITTLE, YOU KNOW, CONCERNING FOR ME,
BECAUSE HE WAS DOING REALLY GOOD BUT WHEN IT CAME TO
TESTING -- HE WAS DOING SO GOOD AND HE WASN'T WHERE HE
WAS SUPPOSED TO BE AT.
THAT WAS A BIG FLAG AND THINKING WHAT IS IT THAT HE
NEEDS IN ORDER FOR HIM TO GET PAST THE TESTING.
SO, MORE RESOURCES HE'LL NEED AND ALSO WITH OUR CULTURAL,
WITH THE CULTURAL, YOU KNOW, RELEVANT LEARNING ENVIRONMENT
THAT HE NEEDS WITH THE LANGUAGE THAT WE SPEAK AT
HOME, OF COURSE, YOU KNOW, AND THOSE KINDS OF BARRIERS THAT
HE NEEDS TO BE ASSISTED WITH, I GUESS.
>> DID YOU FEEL ENCOURAGED WHEN YOU WENT TO TALK ABOUT
YOUR SON'S EDUCATION.
>> SEVERAL TIMES -- I HAVE ALWAYS GONE TO THE PARENT
TEACHER CONFERENCES.
THAT IS ONE THING I WANTED TO GO TO TO MAKE SURE MY SON WAS
DOING WHAT HE WAS SUPPOSED TO BE DOING, BEHAVIOR WISE AND
EDUCATION AND ACADEMIC WISE, THAT HE WAS PASSING, DOING
WHAT HE WAS SUPPOSED TO BE DOING AND SO FORTH.
AT ONE POINT MY SON WAS DOING VERY GOOD, GETTING GOOD
GRADES, HONOR ROLE AND I WAS KIND OF CONCERNED THAT HE
WASN'T PLACED IN LIKE MORE ADVANCED CLASSES.
SO, I BROUGHT THAT UP TO ONE OF THE COUNSELORS, YOU KNOW,
HOW DOES A CHILD OR HOW DO YOU DETERMINE HOW THEY GET TO
ADVANCED CLASS?
I DIDN'T REALLY GET ANY CHANCES.
THERE WAS BASICALLY, WELL, WE LOOK AT THE CHILD'S GRADES AND
WE LOOK AT THE TESTING AND IT WAS A BIT CONFUSING FOR ME BUT
I LEFT IT AT THAT AND THOUGHT, YOU KNOW, XAVIER, ALWAYS DO
YOUR BEST, ANYWAY, JUST KEEP DOING YOUR BEST.
AND OTHER CONCERNS THAT I HAD WAS HE WASN'T ABLE TO BRING
ANY TEXTBOOKS HOME FROM SCHOOL TO DO HOMEWORK, AND, OF
COURSE, THEY ALWAYS HAD HOMEWORK.
HE SHARED TEXTBOOKS.
SOMETIMES SOME OF THE INSTRUCTORS OR TEACHERS WERE
NICE ENOUGH TO MAKE COPIES, MAYBE ON THEIR OWN, OF CERTAIN
SECTIONS THAT THEY ARE COVERING.
THAT WAS HELPFUL.
OTHER THINGS, I SAW WAS MAYBE IN TECHNOLOGY, LIMITED
TECHNOLOGY AND IT'S NOT JUST FOR MY SON, IT IS ACTUALLY FOR
LIKE OTHER CHILDREN IN OUR COMMUNITY, IN THE STATE, IN
THE NATION, ESPECIALLY THOSE THAT ARE GOING TO SCHOOL IN
THE RURAL AREAS.
THEY HAVE VERY LIMITED ACCESS TO A LOT OF THE RESOURCES THAT
MY SON HAD IN THE BIGGER TOWNS.
THAT WAS SOMETHING -- I HAVE FAMILY AND FRIENDS THAT HAVE
CHILDREN THAT GO TO RURAL AREA SCHOOLS AND THE SAME THING,
LIMITED TEXTBOOKS, MATERIALS, AND THEN WITH THE TECHNOLOGY,
YOU KNOW, IMPROVING AND ALL THAT THEY HAD LIMITED ACCESS
TO WIFI, THINGS LIKE THAT.
SO THAT WAS, YOU KNOW, SOME CONCERNS THAT I HAD WITH
XAVIER AND MOST IMPORTANTLY WAS JUST BASICALLY MAKING SURE
THAT HE IS PREPARED WHEN HE GETS OUT OF HIGH SCHOOL, THAT
HE HOPEFULLY GRADUATES, BECAUSE YOU KNOW WITH THIS
TESTING WITH HIM GOING BELOW THE GRADE LEVEL, IT IS A BIT
CONCERNING.
AND I WANT HIM TO PASS AND TO GRADUATE AND I WANT HIM TO GET
TO COLLEGE.
AND MY SON HAS DREAMS, YOU KNOW.
HE HAS BIG DREAMS.
HE WANTS TO GO TO A BIG COLLEGE, WANTS A CAREER, WANTS
TO DO THIS AND THAT, YOU KNOW, AND I THINK, YOU KNOW, WITHIN
OUR CULTURE, EDUCATION IS A VERY IMPORTANT THING SO THAT
IS PRETTY MUCH IT.
>> WHEN DID YOU DECIDE TO BE PART OF THIS LAWSUIT?
>> THOSE ARE THE CONCERNS I HAVE.
EVERY OTHER CHILD IN OUR STATE AND COMMUNITY ESPECIALLY US IN
THE NATIVE AMERICAN, ANOTHER THING THAT PUSHED ME WAS MY
MOM WAS AN EDUCATOR FOR 30 PLUS YEARS.
SHE WAS TEACHER AND EDUCATION WAS ONE OF THE MOST IMPORTANT
THINGS IN THE FAMILY.
SHE PUSHED ME AND THE SIBLING TO GO TO SCHOOL, GET YOUR
EDUCATION.
AND DURING MY SCHOOL YEARS, WE WERE VERY LIMITED, YOU KNOW, I
EXPERIENCED THAT AND I KNOW HOW THAT IS.
SO, EDUCATION IS ONE OF THE MOST IMPORTANT.
ANOTHER THING IS, YOU KNOW, WITH OUR CULTURE AND HISTORY,
ONE OF THE GREAT WARRIORS HAD TOLD US, I DON'T KNOW IF IT IS
PRECISELY RIGHT BUT, MY GRANDCHILDREN GO OUT AND CLIMB
THE LADDER OF EDUCATION.
SUCCEED SO YOU CAN COME BACK AND HELP OUR PEOPLE, HELP OUR
NATION.
THAT WAS ONE THING THAT WAS SET IN OUR FAMILY, WAS THAT
EDUCATION WAS VERY IMPORTANT.
SO, THAT IS WHY I BECAME A PLAINTIFF IN THIS SUIT.
MY SON DESERVES THE QUALITY EDUCATION THAT HE NEEDS IN
ORDER TO SUCCEED.
>> ABSOLUTELY.
>> THIS LAWSUIT IS ACTUALLY TWO COMBINED LAWSUITS THAT THE
JUDGE RULED ON, INCLUDING NATIVE AMERICAN STUDENTS AND
ALSO ECONOMIC DISADVANTAGED STUDENTS, ENGLISH LANGUAGE
LEARNERS, STUDENTS WITH DISABILITIES.
THAT SEEMS VERY BROAD.
WHAT DOES THAT MEAN FROM A -- IN A LAWSUIT LIKE THAT, WAS
THAT AN ADDITIONAL CHALLENGE TO INCLUDE SO MANY STUDENTS?
>> WELL, YOU KNOW, SO THE TAKE THAT WE HAD, OUR POSITION IN
THIS CASE IS THAT ALL STUDENTS HAVE THE POTENTIAL TO LEARN,
ALL STUDENTS HAVE THE POTENTIAL TO LEARN AND IT IS
JUST AS GREAT IN TERMS OF POTENTIAL AS OTHER STATES, AS
OTHER NATIONS.
AND SO, THE THING THAT IS HAPPENING HERE IN NEW MEXICO,
THOUGH, IS THAT THEY ARE STARVED FOR RESOURCES, STARVED
WITH EDUCATIONAL OPPORTUNITIES TO SUCCEED ACADEMICALLY AS
WILHEMENA HAS DESCRIBED, AND SO PUTTING TOGETHER THIS CASE
MEANT THAT WE HAD TO SORT OF THINK ABOUT THE NEEDS OF ALL
STUDENTS.
AND, THE STUDENTS -- STUDENTS HAVE DIFFERENT NEEDS.
ENGLISH LANGUAGE LEARNERS HAVE NEEDS WHEN IT COMES TO ENGLISH
LANGUAGE ACQUISITION PROGRAMS, ECONOMICALLY DISADVANTAGED
STUDENTS HAVE NEEDS AROUND SOCIO-EMOTIONAL CAREER
COUNSELING KIND OF NEEDS AND THEN AMERICAN INDIAN STUDENTS
AS WELL SHARE A HISTORY OF DISCRIMINATION BY EDUCATION
SYSTEMS THAT HAS TO BE ADDRESSED THROUGH THE
EDUCATION SYSTEM TODAY.
SO WE SOUGHT TO CAPTURE ALL OF THOSE NEEDS AS WELL AS JUST
GENERAL NEEDS OF PUBLIC SCHOOL DISTRICTS IN NEW MEXICO.
>> WILHEMENA MENTIONED A LACK OF TEXTBOOKS.
THE ACTUAL MATERIALS THAT THE STATE NEEDS TO PROVIDE MORE
FUNDING FOR TEXTBOOKS, TECHNOLOGY, COMPUTERS THINGS
LIKE THAT.
>> RIGHT.
>> WHAT ABOUT CULTURE IN THE CLASSROOM.
I THINK THAT IS IMPORTANT.
WE TALKED ABOUT THAT HERE IN NEW MEXICO IN FOCUS, MAKING
THINGS MORE APPROPRIATE IN THE CLASSROOMS FOR STUDENTS.
HOW DOES THE LAWSUIT SPEAK TO THAT?
>> GOOD QUESTION.
SO THE COURT IN ITS OPINION HAS STATED SPECIFICALLY FOR
NATIVE AMERICAN COMPLIANCE WITH THE NEW MEXICO INDIAN
EDUCATION ACT IS A CONSTITUTIONAL REQUIREMENT.
A VIOLATION OF THE NEW MEXICO INDIAN EDUCATION ACT IS A
VIOLATION OF THE CONSTITUTIONAL CLAUSE.
THAT IS HUGE FOR NEW MEXICO STUDENTS, HUGE FOR NATIVE
AMERICAN STUDENTS.
BECAUSE IF YOU LOOK AT THE LAW ITSELF, IT REQUIRES A
CULTURALLY RELEVANT AND CULTURALLY RESPONSIVE
EDUCATION, SPECIFICALLY FOR THE DISTRICT THAT SERVE
HIGHEST POPULATIONS OF AMERICAN INDIAN STUDENTS.
SO, THAT IS ONE ELEMENT OF THIS CASE IS COMPLIANCE WITH
THAT LAW, BUT THE COURT IS ALSO ADDRESSING ITS OPINION ON
THE HISPANIC EDUCATION ACT, THE BILINGUAL MULTICULTURAL
EDUCATION ACT.
THESE ARE ALL LAWS THAT PROVIDE GOALS FOR STUDENTS IN
TERMS OF WHAT THEY SHOULD BE ACHIEVING ACADEMICALLY, AS
WELL AS CULTURALLY, AND THESE ARE ALL NOW A PART OF THIS
EQUATION AND SO WE SEEK TO ENSURE THESE LAWS ARE BEING
COMPLIED WITH.
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