>> EDUCATION IS AN IMPORTANT ISSUE IN NEW MEXICO, BUT
BEFORE WE TALK ABOUT WHAT LAWMAKERS AND PUBLIC OFFICIALS
MIGHT DO TO ADDRESS THE ISSUES RAISED IN A LAWSUIT, WE WANTED
TO TALK ABOUT HOW WE GOT HERE.
WILHEMENA YAZZIE IS A PARENT AND PLAINTIFF IN YAZZIE VS
STATE OF NEW MEXICO.
THANKS FOR STOPPING BY.
>> DEFINITELY.
>> PRESTON SANCHEZ IS AN ATTORNEY AT NEW MEXICO CENTER
OF LAW AND POVERTY.
THANKS FOR BEING HERE.
>> I WANT TO START WITH YOU, YOUR SON WAS IN MIDDLE SCHOOL
IF GALLUP WHEN THE LAWSUIT STARTED.
WHAT CONCERNS DID YOU HAVE ABOUT THE QUALITY OF EDUCATION
HE WAS RECEIVING?
>> WELL ACTUALLY, MY SON WAS IN ELEMENTARY FIFTH GRADE WHEN
IT STARTED.
>> THAT FAR BACK.
>> YEAH, AS A CONCERNED PARENT, MY CHILD AT THE TIME,
I FELT LIKE HE WASN'T RECEIVING ADEQUATE AND
SUFFICIENT RESOURCES THAT HE NEEDED IN ORDER FOR HIM TO BE
SUCCESSFUL AND ESPECIALLY GOING INTO MID SCHOOL AND ON
TO HIGH SCHOOL I WANTED HIM TO BE, YOU KNOW, COLLEGE READY,
BE PREPARED FOR LIFE OUTSIDE, WHEN HE GETS OLDER.
AS A NATIVE AMERICAN WOMAN, A NAVAJO, WE CONSIDER OUR
CHILDREN SACRED AND THAT IS ONE OF OUR PRIMARY
RESPONSIBILITIES TO OUR CHILDREN THAT WE MAKE SURE WE
TEACH THEM THE CORRECT, YOU KNOW, PRINCIPLES OF LIFE AND
ALSO TO PROTECT THEM.
THAT IS OUR PRIMARY RESPONSIBILITIES FOR OUR
CHILDREN AND THAT IS WHY I HAD SOME CONCERNS WITHIN THE
SCHOOLS THAT HE WAS ATTENDING, TO MAKE SURE WE ENSURED THAT
HE RECEIVED THE QUALITY EDUCATION THAT HE WAS ENTITLED
TO.
>> WERE YOU CONCERNED EVEN IN ELEMENTARY SCHOOL THAT HE WAS
FALLING BEHIND?
>> ACTUALLY, MY SON WAS ACTUALLY DOING VERY WELL.
HE WAS 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, CONCERN FOR ME BECAUSE
HE WAS DOING GOOD BUT WHEN IT CAME TO TESTING HE WASN'T
DOING SO GOOD AND HE WASN'T LIKE WHERE HE IS SUPPOSED TO
BE AT, SO THAT RIGHT THERE WAS A BIG FLAG FOR ME IN THINKING,
OKAY, WELL, WHAT IS IT THAT HE NEEDS IN ORDER FOR HIM TO GET
PAST THE TESTINGS.
SO, FROM THERE, YOU KNOW, IT WAS JUST MORE RESOURCES THAT
HE'LL NEED AND ALSO WITH OUR CULTURAL, WITH THE CULTURAL
RELEVANT LEARNING ENVIRONMENT THAT HE NEEDS AND THE LANGUAGE
THAT WE SPEAK AT HOME, OF COURSE, AND THOSE KINDS OF
BARRIERS THAT HE NEEDS TO BE ASSISTED WITH, I GUESS.
>> DID YOU FEEL HEARD WHEN YOU WENT TO SCHOOL TO TALK ABOUT
YOUR SON'S EDUCATION?
>> SEVERAL TIMES I HAVE GONE TO THE PARENT TEACHER
CONFERENCES.
THIS WAS ONE THING I ALWAYS WANTED TO GO TO, TO MAKE SURE
THAT MY SON WAS DOING WHAT HE IS SUPPOSED TO BE DOING,
BEHAVIOR WISE AND EDUCATIONAL ACADEMIC, THAT HE WAS PASSING,
DOING WHAT HE IS SUPPOSED TO BE DOING AND SO FORTH.
AT ONE POINT, YOU KNOW, MY SON WAS DOING VERY GOOD, GETTING
GOOD GRADES, HONOR ROLE, 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 A STUDENT, HOW DO YOU DETERMINE HOW THEY
GET IN ADVANCED CLASS?
I DIDN'T REALLY GET ANY ANSWERS.
IT WAS JUST BASICALLY, WELL WE LOOK AT YOUR CHILD'S GRADES
AND THE TESTING AND IT WAS A BIT CONFUSING FOR ME BUT I
KIND OF LEFT IT AT THAT AND THOUGHT XAVIER, DO YOUR BEST
ANYWAY, JUST KEEP DOING YOUR BEST.
AND OTHER CONCERNS THAT I HAD WAS LIKE TEXTBOOKS.
HE WASN'T ABLE TO BRING ANY TEXTBOOKS HOME FROM SCHOOL TO
DO HOMEWORK AND OF COURSE, THEY ALWAYS HAD HOMEWORK AND
HE SHARED TEXTBOOKS, SOMETIMES, SOME OF THE
INSTRUCTORS OR TEACHERS WAS NICE ENOUGH TO MAKE A COPY,
MAYBE ON THEIR OWN, OF CERTAIN SECTIONS THEY ARE COVERING SO
THAT WAS HELPFUL.
OTHER THINGS I SAW WAS MAYBE TECHNOLOGY, LIMITED
TECHNOLOGY, AND IT'S NOT JUST FOR MY SON.
IT IS ACTUALLY FOR OTHER CHILDREN IN OUR COMMUNITY AND
THE STATE AND NATION, ESPECIALLY THOSE THAT ARE
GOING TO SCHOOL IN THE RURAL AREAS.
WE HAVE VERY LIMITED ACCESS TO A LOT OF THE RESOURCES THAT MY
SON HAD AND YOU KNOW THE BIGGER TOWNS, THAT WAS
SOMETHING, I HAVE FAMILY AND FRIENDS AND CHILDREN THAT GO
TO THESE RURAL AREA SCHOOLS AND SAME THING, LIMITED
TEXTBOOKS, MATERIALS, AND THEN WITH THE TECHNOLOGY, YOU KNOW,
IMPROVING AND ALL THAT, THEY HAVE LIMITED ACCESS TO WIFI,
SUCH 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 AT
THE HIGH SCHOOL THAT HE HOPEFULLY GRADUATES BECAUSE,
YOU KNOW, WITH THIS TESTING, WITH HIM GOING BELOW THE GRADE
LEVEL, IT'S A BIT CONCERNING AND I WANT HIM TO PASS, YOU
KNOW, 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.
HE WANTS A CAREER, HE WANTS TO DO THIS AND THAT AND I THINK
WITHIN OUR CULTURE EDUCATION IS A VERY IMPORTANT THING SO
THAT IS PRETTY MUCH -- >> WHAT MADE YOU DECIDE TO
MAKE THAT LEAP INTO BEING PART OF THIS LAWSUIT?
>> SO, THOSE ARE THE CONCERNS THAT I HAD ORIGINALLY AND OF
COURSE EVERY OTHER CHILD IN THE STATE AND OUR COMMUNITY
AND ESPECIALLY WITH US WITHIN THE NATIVE AMERICAN, ANOTHER
THING THAT PUSHED ME WAS MY MOM WAS AN EDUCATOR FOR 30
PLUS YEARS.
SHE WAS A TEACHER AND EDUCATION WAS ONE OF THE MOST
IMPORTANT THINGS IN OUR FAMILY AND SHE ALWAYS PUSHED US,
SIBLINGS, TO GO GET 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 AND SO EDUCATION
IS ONE OF THE MOST IMPORTANT.
ANOTHER THING IS, YOU KNOW, WITH OUR CULTURE AND OUR
HISTORY, ONE OF THE GREAT WARRIORS, CHIEF BACK, THEN DID
A QUOTE, I DON'T KNOW IF THIS IS PRECISELY RIGHT, BUT SAID
MY GRANDCHILDREN, GO OUT AND CLIMB THE LADDER OF EDUCATION,
GO SUCCEED SO YOU CAN COME BACK AND HELP OUR PEOPLE AND
HELP OUR NATION.
AND THAT WAS ONE THING WAS SET IN OUR FAMILY, WAS EDUCATION
WAS VERY IMPORTANT.
SO, THAT IS WHY I BECAME A PLAINTIFF IN THIS SUIT JUST
PRIMARILY THE REASON THAT MY SON DESERVED THE QUALITY
EDUCATION THAT HE NEEDS IN ORDER TO SUCCEED.
>> TO REACH THE DREAMS HE HAS FOR THEMSELVES.
>> PRESTON, THIS IS TWO COMBINED LAWSUITS THAT THE
JUDGE RULED ON INCLUDING NATIVE AMERICAN STUDENTS AND
ECONOMICALLY DISADVANTAGED STUDENTS, ENGLISH LANGUAGE
LEARNERS, STUDENTS WITH DISABILITIES.
THAT SEEMS VERY BROAD.
WHAT DOES THAT MEAN IN PUTTING UP A LAWSUIT LIKE?
WAS THAT A CHALLENGE, AN ADDITIONAL CHALLENGE, TO HAVE
IT INCLUDE SO MANY STUDENTS.
>> WELL, YOU KNOW, SO THE TAKE THAT WE HAVE IS, 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 AND
OTHER NATIONS, AND SO THE THING THAT IS HAPPENING HERE
IN NEW MEXICO, THOUGH, IS THAT WE ARE STARVED FOR RESOURCES
OF 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 LEARNER STUDENTS HAVE NEEDS WHEN IT
COMES TO ENGLISH LANGUAGE ACQUISITION PROGRAMS.
ECONOMICALLY DISADVANTAGED STUDENTS TEND TO 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.
AND SO WE SOUGHT TO SORT OF CAPTURE ALL OF THOSE NEEDS AS
WELL AS JUST THE GENERAL NEEDS OF PUBLIC SCHOOL DISTRICTS IN
NEW MEXICO.
>> WILHEMENA MENTIONED A LACK OF TEXTBOOKS.
IT SOUNDS LIKE THERE IS PART OF THIS LAWSUIT IS JUST THE
ACTUAL MATERIALS THAT THE STATE NEEDS TO PROVIDE FOR
FUNDING FOR TEXTBOOKS, FOR TECHNOLOGY, FOR COMPUTERS,
THINGS LIKE THAT CORRECT.
>> CORRECT.
>> WHAT ABOUT CULTURE IN THE CLASSROOM.
WE TALKED ABOUT THAT HERE ON NEW MEXICO INFOCUS, THE NEED
TO BETTER INCORPORATE CULTURE IN THE CLASSROOM FOR STUDENTS.
HOW DOES THE LAWSUIT SPEAK TO THAT?
>> GOOD QUESTION, SO, THE CASE -- THE COURT IN ITS
OPINION HAS STATED SPECIFICALLY FOR AMERICAN
INDIAN STUDENTS THAT COMPLIANCE WITH NEW MEXICO
INDIAN EDUCATION ACT IS THE 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 CONSTITUTION -- IT REQUIRES CULTURALLY RELEVANT
AND CULTURALLY RESPONSIVE EDUCATION, SPECIFICALLY, FOR
THE DISTRICTS THAT SERVE HIGHEST POPULATIONS OF
AMERICAN INDIAN STUDENTS.
SO, THAT IS ONE ELEMENT OF THIS CASE IS COMPLIANCE WITH
THAT LAW BUT THE COURT ALSO ADDRESSES ITS OPINION TO THE
HISPANIC EDUCATIONAL ACT, BILINGUAL MULTICULTURAL ACT.
THESE ARE ALL LAWS THAT PROVIDE GOALS FOR STUDENTS IN
TERMS OF WHAT THEY SHOULD ACHIEVE ACADEMICALLY AND WHAT
THEY SHOULD BE ACHIEVING CULTURALLY AND THESE ARE NOW A
PART OF THIS EQUATION.
AND SO WE SEEK TO ENSURE THAT THESE LAWS ARE BEING COMPLIED
WITH.
>> THAT IS A VERY BIG PICTURE.
IN THE CLASSROOM DOES THAT MEAN LANGUAGE CLASSES, DOES
THAT MEAN OUTREACH TO PARENTS, YOU KNOW, I HAVE HEARD OF
SCHOOLS HIRING NATIVE PEOPLE TO WORK DIRECTLY WITH PARENTS
AND FAMILIES AND MAKE SURE THEY FEEL INCLUDED IN THE
EDUCATION PROCESS.
WHAT DOES IT LOOK LIKE?
>> GENERALLY, THAT IS ALL TRUE, YES, IT REQUIRES ALL OF
THOSE THINGS.
WHEN YOU GET INTO THE MORE NITTY-GRITTY DETAILS IT
REQUIRES A LOT OF COLLABORATION WITH TRIBES.
THE 22 TRIBAL NATIONS IN NEW MEXICO HAVE A VOICE AND THAT
VOICE HAS TO BE HEARD AND WE WANT TO ENSURE THAT THE STATE
OF NEW MEXICO IS WORKING WITH THE PUBLIC EDUCATION
DEPARTMENT AND BY THE STATE OF NEW MEXICO, I MEAN THE
LEGISLATIVE BODY.
WE WANT TO MAKE SURE THE STATE OF NEW MEXICO, PED, AND SCHOOL
DISTRICTS COLLABORATE WITH THE TRIBAL LEADERSHIP AND TRIBAL
COMMUNITIES TO ENSURE THOSE KIND OF THINGS ARE PROVIDED,
CULTURALLY RELEVANT LEARNING MATERIALS, CULTURALLY RELEVANT
EDUCATIONAL OPPORTUNITIES, BOOKS THAT FOCUS ON THE
HISTORICAL CONTRIBUTIONS MADE BY SOUTHWEST INDIANS TO THE
U.S. THESE ARE THINGS THAT SEEM
BASIC THAT BUT ARE LEFT OUT OF THE EQUATION FOR FAR TOO LONG.
>> WHAT ARE SOME SPECIFIC THINGS THAT YOU WOULD LIKE TO
SEE IN THE CLASSROOM THAT SPEAK TO CULTURAL RELEVANCE?
>> I LIKE ALL THE SCHOOLS, YOU KNOW, IT IS JUST A DIVERSE
COMMUNITY, ESPECIALLY WHERE I AM FROM, AND WE HAVE THE RURAL
AREAS OUT ON THE RESERVATION.
I WOULD LIKE TO SEE MORE CHANGE OF MAYBE MORE RESOURCES
GIVEN TO OUR STUDENTS AND ALSO WE CAN'T FORGET OUR TEACHERS.
.THEY ARE THERE TEACHING OUR CHILDREN WHILE WE ARE NOT
THERE AS PARENTS AND THEY DESERVE A LOT MORE SUPPORT.
I FEEL LIKE THEY DO DESERVE MORE SUPPORT AND MORE
TRAINING, SO THAT WAY THEY CAN GIVE OUR CHILDREN WHAT THEY
DESERVE, YOU KNOW, GOOD EDUCATION, GET THEM PREPARED.
THAT IS ONE THING, YOU KNOW, THAT MY SON HAS DREAMS AND HE
WANTS TO BE THIS, WANTS TO DO THAT, WANTS TO GO TO A BIG
COLLEGE, YOU KNOW, AND I AM THINKING, HERE, LIKE, WELL, I
AM PREPARING HIM FROM A PARENT VIEW BUT I WOULD LIKE HIM TO
BE PREPARED ACADEMICALLY AS WELL, KNOWING HE IS ABLE TO
SUCCEED, WHERE HE CAN HAVE FAITH IN HIMSELF, YOU KNOW,
AND STRIVE TO DO BEST -- TO DO THE BEST, SO WHAT I WOULD LIKE
TO SEE IS, YOU KNOW, JUST MORE RESOURCES, GIVEN TO OUR PUBLIC
SCHOOLS, TO OUR CHILDREN, TO OUR EDUCATORS, OUR TEACHERS.
>> WILL IT BE MEANINGFUL FOR YOU TO SEE A NAVAJO CULTURE
AND HISTORY INCORPORATED INTO THE CLASSROOM TO GO ALONGSIDE
THE OTHER THINGS LIKE STUDENTS LIKE YOUR SON ARE LEARNING.
>> DEFINITELY.
THAT IS ONE THING IMPORTANT FOR CHILDREN ESPECIALLY IN THE
NATIVE AMERICAN VIEW TO KNOW WHO THEY ARE, WHERE THEY COME
FROM, HOW THEY STAND WITHIN THEIR FAMILIES, THEIR NATION.
THAT IS VERY IMPORTANT FOR US.
I ALWAYS TELL MY CHILDREN, YOU KNOW, I GREW UP LEARNING
NAVAJO AND THEN I LEARNED ENGLISH AS I GOT TO SCHOOL SO
I AM ALWAYS TEACHING MY CHILDREN THEIR LANGUAGE.
MY OF SON FAVORS NAVAJO AND MY PARTNER IS LAKOTA AND NOW WE
HAVE TO TEACH LAKOTA.
WE NEED TO TEACH.
I DO MY BEST TO TEACH MY CHILDREN THE NAVAJO LANGUAGE
AND, YOU KNOW, AS I GO BACK, MY MOTHER WAS AN EDUCATOR AND
SHE WAS PROBABLY THE ONE THAT WOULD REALLY HAVE TAUGHT MY
CHILDREN.
SHE IS GONE NOW.
BUT SHE LEFT A LEGACY OF BEING A TEACHER, EDUCATION, ALL
THAT, SO, YEAH, SO THAT IS WHY I LIKE TO SEE MORE CULTURAL,
YOU KNOW, RELEVANT MATERIALS IN OUR SCHOOL SYSTEM.
>> YEAH, PRESTON, WHAT OTHER KEY POINTS IN THE JUDGE'S
RULING THAT WE SHOULD TAKE NOTE OF AS WE WATCH THIS
UNFOLD IN THE COMING MONTHS?
>> SO, I THINK WHAT THE COURT HAS SAID ESSENTIALLY IS THAT
SUFFICIENT EDUCATION, A SUFFICIENT EDUCATION IS A
CONSTITUTIONAL RIGHT AND THEREFORE SUFFICIENT FUNDING
IS A PRIORITY AND SO, THEREFORE, WE CAN'T SORT OF
NEGLECT THE AMOUNT OF RESOURCES THAT NEED TO BE
INCORPORATED INTO PUBLIC SCHOOLS TO FULLY EFFECTUATE
WHAT THE ORDER HAS REQUIRED OF NEW MEXICO.
SOME WOULD ASK, WHERE IS THE MONEY GOING TO COME FROM, WHAT
DO WE DO ABOUT THIS?
WHAT THE COURT HAS SAID IS A CONSTITUTIONAL RIGHT -- I AM
SORRY, A SUFFICIENT EDUCATION IS A CONSTITUTIONAL RIGHT AND
BECAUSE IT DESERVES PRIORITY FUNDING, YOU HAVE TO PROVIDE
THE KIND OF FUNDS SO THAT IT DOESN'T DEPRIVE STUDENTS OF A
CONSTITUTIONAL RIGHT.
THAT SEEMS A LITTLE BIT CIRCULAR BUT WHAT THE COURT
HAS OFFERED IS SOURCES OF REVENUE THAT COULD GIVE THE
LEGISLATURE SOMETHING TO LOOK AT AND THINK ABOUT AND SHE
GAVE 11 SORT OF DIFFERENT SOURCES OF REVENUE THE STATE
CAN SORT OF CONSIDER IN TERMS OF HOW IT WILL SUFFICIENTLY
EDUCATE STUDENTS AND WHAT IT WILL DUMP INTO THE PUBLIC
SCHOOL SYSTEM TO ENSURE STUDENTS ARE NOW PREPARED TO
BE COLLEGE AND CAREER READY.
>> IT SEEMS LIKE WE MIGHT BE DEBATING THE DEFINITION OF
SUFFICIENT FOR A WHILE.
THERE MIGHT BE A LOT OF DISCUSSION AROUND THAT.
>> DEBATING?
>> YEAH, SOME PARENTS MIGHT SAY, SUFFICIENT TO ME, LIKE
THEY MIGHT HAVE IDEAS ABOUT WHAT SUFFICIENT LOOKS LIKE,
AND THERE MAY BE DISCUSSION ABOUT, IF THE STATE COMES BACK
WITH A PLAN AND DO PARENTS FEEL LIKE THAT IS ACTUALLY
MEETING WHAT THEY WANT FOR THEIR KIDS.
>> THE COURT HAS PLACED IN ITS ORDERS LANGUAGE THAT WOULD
REQUIRE MONITORING, MONITORING OF THE PUBLIC EDUCATION
DEPARTMENT AND THE STATE'S EFFORTS TO ENSURE THAT
STUDENTS ARE BEING PROVIDED A CONSTITUTIONAL EDUCATION.
THAT MONITORING BY THE JUDGE WOULD HAPPEN IN SORT OF A
TIMETABLE AND SO THE JUDGE WOULD REQUIRE THE STATE-WIDE
COMPREHENSIVE PLAN BY THE STATE OF NEW MEXICO TO DEVELOP
THAT PLAN, PASS IT TO THE JUDGE, MAKE SURE SHE IS FINE
WITH IT AND THEN ALLOW IT TO SORT OF -- TO BE IMPLEMENTED
AND MONITORED OVER TIME TO ENSURE THE SUFFICIENT
EDUCATION IS BEING MAINTAINED.
>> OKAY.
WE'LL HAVE TO KEEP AN EYE ON THAT AS IT DEVELOPS.
>> WILHEMENA, I WANT TO GIVE YOU THE LAST WORD.
WHAT CHANGES -- I KNOW THAT YOU HAVE THESE HOPES FOR ALL
CHILDREN IN NEW MEXICO, INCLUDING YOUR OWN CHILDREN,
BUT WHAT WOULD BE MEANINGFUL FOR YOU WHEN THINGS ARE
DIFFERENT.
>> THAT IS GOING TO MAKE ME FEEL GOOD, KNOWING THAT MY
CHILD CAN GO ONTO COLLEGE, BE COLLEGE READY AND GO ON TO
LIFE AND LEAD AND COME BACK AND HELP OUR PEOPLE AND EVEN
THE STATE.
MY SON DESERVES JUST LIKE ANY OTHER CHILD IN THE NATION,
QUALITY EDUCATION, EQUAL OPPORTUNITY TO SUCCEED AND
THAT IS BASICALLY JUST WHAT WE WANT IS JUST THAT OUR CHILD --
THAT OUR CHILDREN GET THE HELP THEY NEED, NO MATTER WHAT
THEIR BACKGROUND IS.
>> DO YOU THINK IF PARENTS HAVE A MORE OF A CHANCE TO
WEIGH IN ON THE ISSUES AND WHAT CHANGES WOULD LOOK LIKE
IT WOULD BE MORE SUCCESSFUL?
>> I BELIEVE SO, YEAH.
I MEAN, WITH NATIVE AMERICANS, I THINK IF WE, YOU KNOW, VOICE
OUR CONCERNS, GO TO THE SCHOOLS, GO TO PARENT TEACHERS
CONFERENCES, ALL THAT STUFF, I THINK IT WILL WORK.
IF WE WORK TOGETHER, IT WILL AND THINGS HAPPEN WHEN WE WORK
TOGETHER.
>> THAT IS TRUE.
THANK YOU SO MUCH FOR COMING BY THIS WEEK AND TALKING ABOUT
THE LAWSUIT AND SHARING YOUR PERSONAL EXPERIENCE.
WE'LL KEEP WATCHING THIS AND REPORTING IT ON NEW MEXICO
INFOCUS.
>> THANK YOU.
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