Who We Are

Success Stories

Success Stories

We understand how difficult it can be to navigate the New York City Department of Education (DOE). Parents can spend an enormous amount of time exploring different programs or simply trying to understand their child’s education rights. The process can be overwhelming. Our more than 40 years of experience means we know the system inside and out. We put our experience to work for children who would otherwise fall through the cracks.

Here are some of our recent success stories; click on each student's name to read more:

Early Childhood

Gabriel, a kindergarten student with speech delays whose first language is Spanish, was placed in a specialized school that was much too low-functioning for him.

Haley has cerebral palsy and developmental delays; her mother came to AFC because she was very concerned that Haley’s kindergarten placement would not promote her physical development.

Izzie was struggling to keep up with her peers in preschool and needed more educational supports in order to progress.

Julian is a 3-year-old preschooler with delays in his language skills, but the DOE failed to provide recommended services.

Joseph's mother came to AFC extremely worried about moving him from a full-day, full-year, specialized preschool program to no program at all.

Saleema’s behavioral therapy was eliminated by a DOE representative when she transitioned to kindergarten, despite the unanimous recommendations of her service providers and evaluators that she receive services.

Students with Disabilities

Charlene, a six-year-old special education student, was allowed to attend school for only two hours a day with her mother present in the classroom.

Christian is a 19-year-old from El Salvador who was in the 9th grade for the fifth time and whose principal had suggested that he sign himself out of high school.

Jake had been struggling in school for several years and was far below grade level, especially in reading.

Jose, who has severe language delays, was in a special education classroom where he was failing to make academic progress and struggling to make friends.

Mike, who is diagnosed with Asperger’s, was in an inappropriate school placement that caused him debilitating anxiety; as a result, he began to fail most of his classes and was in danger of dropping out of school.

Paige, a bright third grade student on the autism spectrum, sat at home for nearly two months waiting for a school placement that would meet her needs.

Stash’s literacy skills were severely delayed because of an unaddressed learning disability, but for years his school failed to provide mandated special education services.

Zio is a child with an autism spectrum disorder who had attended four schools in six years, unable to find one that met his learning needs.

Recent High School Graduates

Al-Yasid is a young man on the autism spectrum who graduated from high school in 2013 after years of hard work.

Delayney, one of our 2014 graduates, first came to AFC when she was in 7th grade and her school was failing to meet her needs.

Josh first came to AFC in 2008 because he was desperate to learn how to read; he was 20 years old but only reading on a first-grade level.

Karla was only two credits away from receiving her diploma when she was pushed out of high school.

Khiry waited at home for four years while the DOE failed to find a school that could provide the accommodations and services he needed so he could attend school and earn his diploma.

Ruben was referred to AFC in his second year in high school when his guidance counselor declared that success at school was “unattainable for Ruben,” although he was attending regularly and staying out of trouble.

Sharon has a learning disability and recently graduated from high school thanks to AFC's continued assistance securing the support she needed to learn.

Immigrant Students & English Language Learners

Michelle, a 20-year-old from Haiti, spoke very little English but had dreams of earning a high school diploma and attending college.

Students Facing Disciplinary Issues

George received an unfair suspension that threatened his ability to graduate.

Geoff was in danger of being incarcerated and needed a specialized school placement that could support his emotional needs.

Glen was being continually suspended from school for minor offenses that were related to his disability.

Steven received a 30-day superintendent’s suspension that violated his rights.

Students in Temporary Housing or Foster Care

Alex was a bright, determined high school student hoping to attend college when she became homeless.

Eric, who entered foster care at age 15, had been out of school for 18 months due to emotional challenges and was ready to give up on ever returning. 

Mark’s family was placed in temporary housing far away from the school he and his sister attended, where they had strong bonds with teachers and friends.

Mary, a student in foster care, was diagnosed with dyslexia and needed appropriate educational services.