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My daughter is in 1st grade and has been attending this school since Pre-K. We love her 1st grade teacher and feel she genuinely cares and makes such an effort to make it a fun and exciting environment for the kids. She has themes, special days and keeps us posted well via Class Dojo.My son is doing half days at Pre K3 level. He loves his teacher, and while a little unhappy at first, he really enjoys it and if I am lucky he will tell me about what he's learned. A school is really about the teachers, a great teacher makes a school great.

With two children enrolled, one of whom has dyslexia and had to do speech therapy as well, I can tell you that the time and effort spent on each individual student to help them succeed is superior at Fitzgerald. Teachers from pre-k to 6th grade are phenomenal, and the communication and support they give meets parents far more than just halfway. We couldn't recommend Fitzgerald more.

This school has really turned around. There was some stagnation during the COVID years and there has been some rough patches but the new principal has freshed up the place. New faces, new smiles, new STARR scores (up and up). Even some new events. I'm excited for these next few years.

Leadership at the school is nonexistent. They allow bullies to take away from learning for other students until parents have to complain. Support and instructional staff are lazy and don't want to deal with students.

From Learners to Offenders: How Pearcy STEM Discipline System Gets It WrongPearcy claims its discipline program is structured and fair, but my experience shows it conditions children to be treated like offenders instead of learners. Teachers have unchecked discretion to issue “signings” for petty actions—like my sixth-grade child being written up for a single laugh after recess. No instruction was taking place, no redirection was attempted, yet the teacher escalated directly to a formal discipline. The harm was compounded when the principal, Brooks, backed the teacher and even documented she would “check back in two weeks” on my child’s “progress for laughing.” This proves teacher discretion is always treated as right, with no accountability when staff actions damage a child’s record. Once a signing is issued, the child has no independent way to challenge it. Students are forced through a corrupt chain of command, while parents are given corrupt grievance processes that exist in name only. Emails I hold confirm this: the teacher initially refused to provide the write-up, avoided direct questions, and the school’s responses were delayed. This shows not transparency, but intimidation of both student and parent. Pearcy also conditions children to blindly sign documents such as behavior forms and classroom “contracts,” often under threat of grade penalties if they refuse. By law, students must attend school regardless of paperwork, yet they are taught to comply without question rather than think critically or advocate for themselves. Meanwhile, no comparable accountability exists for staff. Families are bound by contracts of expectations, but I have never seen a document outlining staff obligations or a clear list of what educators may not do to children in their care. Signings also build into a “rap sheet” that later justifies harsher punishments up to suspension. These marks are tracked and used as fuel to justify discipline. This system teaches children they cannot grow or learn from mistakes—they can only be monitored like criminals.This is not discipline that teaches. It silences. It strips children of their voices, pressures parents into reshaping natural behavior in harmful ways to survive mischaracterization, and legitimizes staff actions whether right or wrong. Pearcy and AISD alike must stop legitimizing petty discipline, create checks on staff authority, and provide real accountability for how children are treated.