Sarai Hannah Ajai aka Carol Willis Redacted High School Transcript as Evidence She is not a High School Dropout

December 10, 2023

Sarai Hannah Ajai aka Carol Willis Redacted High School Transcript as Evidence She is not a High School Dropout

December 10, 2023

To whom it may concern:

My academic journey has been marked by a prolonged and challenging path fraught with unforeseen difficulties, exacerbated by educators who were meant to guide my academic development but instead chose to interfere with my early childhood education development. Unlawfully, knowingly, and willfully, they engaged in academic conspiracies during my formative years, subjecting me to unjust manipulations and alterations of my grade school report cards (transcripts). These acts were intended to portray me as a marginal student with learning deficiencies or mental retardation, resulting in me being academically targeted since elementary school.

As a child attending grade school, I was oblivious to the fact that some educators supposed to be tutorial inspirations to me were clandestinely switching my actual grades with those of other students. This unfair treatments were based on academic preferences and profiling of certain students, who were deemed more favorable due to their perceived educational attainments fallacies. Now, at the age of fifty-nine, I had reflected on the origins of these manipulations of my transcripts, questioning the negligent, false, and fraudulent misrepresentations academic grades against my actual educational achievements, all without the knowledge or consent of my parents in those elementary and High school years.

In 1972 or 1973, during my elementary school years, I had experienced a traumatic physical attack to my face with a blunt object by an unknown assailant. This event left me in severe pain and emergency room visited where I could have died from the blunt object to my face if it was one centimeter to my temple and marked the beginning of a series of unexplained attacks throughout my life. I was consistently engaged in fistfights with other female students during my elementary school years, despite being a reserved and non-confrontational individual. These experiences, coupled with a pervasive feeling of being targeted, have led me to believe that my elementary school years were far from normal.

Upon entering High School in 1978, I encountered further challenges. Despite my parents' investment in educational resources, I was erroneously placed in a High School regular and immediate programs, such as a reading lab, instead of an honors program. After my reading lab teacher expressed concerns about this misplacement, a deeper investigation revealed that a teacher from my elementary school had harbored intense animosity towards me. This teacher had intentionally manipulated my elementary school transcripts for years to paint me as a failure, all while elevating another student through the swapping of my academic achievements grades.

In 1978, upon graduating from the upper-grade center, I successfully enrolled at Hyde Park Career Academy. However, I had found myself wrongly placed in the regular and immediate program, including the reading lab, despite my parents investing $1,000 in Encyclopedia Britannica Volumes Books. During class, I had read our reading comprehension book aloud to my reading lab teacher multiple times. She became increasingly concerned that I had been mistakenly put in her immediate program instead of the Honor program. Addressing her concerns, she proposed retesting my academic proficiency in reading and writing. Seeking permission, she had contacted my mother before reaching out to my elementary school, where I had attended kindergarten through eighth grade. Following approval from my mother, my reading lab teacher initiated the process for my academic retesting in high school. The unfolding events took an unexpected turn when the person my reading lab teacher spoke to at my former elementary school revealed a shocking narrative. This individual disclosed that a particular teacher harbored a deep-seated animosity towards me during my childhood and teen years. Allegedly, this teacher manipulated my elementary school grade transcripts, intentionally portraying me as a failure due to unfounded reasons. As a reserved child who was fearful of others, it was perplexing to learn that an instructor, unknown to me, harbored such resentment without apparent cause. Reflecting on these elementary school experiences as an adult, it becomes evident that this academic instructor exploited my earned grades, swapping them with another student's to fabricate a narrative of my failure while favoring another student, whom the instructor viewed as more academically successful.

In reviewing my high school transcripts from 1978 and 1979, discrepancies become apparent in the manipulation of my academic letter grades during my Freshman and Sophomore years. These alterations, which were unjustly made and expunged, violate the established academic policies and procedures of the Hype Park Career high school. It is essential to emphasize that tampering with any student's grades contradicts the school's guidelines. Furthermore, I did not enroll in a reading lab course in my sophomore year in High School.

It is crucial for my reading audience to recall that I had successfully tested out of the initial reading lab program during my freshman year of High School and was subsequently placed in the Regular High School and Honor Programs. Upon your closer examination of my high school transcript, a notable omission is the absence of my Literature course, which I had completed in my sophomore year. This is corroborated by evidence in the 1982 Hype Park Career Academy yearbook, where I can be identified in a photograph on page 134 under the title 'Hype Park Lunatic!' alongside other students who participated in the Macbeth play from my literature class, as documented in the yearbook.

This pattern of manipulation extended into my high school years, as evidenced by alterations in my academic letter grades and missing courses on my transcripts. The actions of this instructor from my elementary school cast a long shadow over my educational journey through my adult life, affecting how my high school transcripts are perceived by behavioral science educators. However, it is important to note that my sister, who went to the same high school in the 1980s, had a romantic involvement resulting in a child with one of her high school instructor. Additionally, a childhood friend, who attended the same elementary and high schools, had a relative employed in the high school's main office as a transcript clerk, a fact she had never mentioned before.

Now, as I face with false accusations of stealing my transcripts from a private educational institutions, and I am emphasizing that I never attended such an institution for elementary or high school. The very notion of stealing transcripts from private educational institutions, I had never attended raises questions about the split of my academic performance into two credentials without my lawful authority. These revelations underscore the need for a thorough investigation into the manipulations and conspiracies that have marred my educational attainment and academic history throughout my life.

Below is evidence to which show, I am not a High School dropout from the public negligent, false, and fraudulent misrepresentations’ statements against my educational attainments and academic achievement, And, I had graduated in 1982 on time with twenty High School credits when I only needed eighteen credits to graduate from High School.

The following evidence disproves the false and misleading claims made against my educational attainments credentials for which, the public had falsely asserted that I am a high school dropout due from educators inaccurate, negligent, and fraudulent misrepresentations statements. Contrary to these statements, I successfully graduated in 1982, meeting all academic requirements with twenty high school credits, even though only eighteen were necessary for graduation.