تعمل AFC على تغيير سياسة التعليم بحيث يخدم نظام المدارس العامة الجميع الأطفال بشكل فعال. ننشر تقارير السياسات وتحليلات البيانات، ونشهد على مستوى المدينة والولاية، ونتحدث علنًا في الصحافة لجذب الانتباه إلى التحديات التي تواجه الطلاب والأسر التي نخدمها، وننضم إلى المدافعين الآخرين وأولياء الأمور والشباب والمعلمين للدعوة إلى يتغير.
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This paper endorses the placement of children with behavioral and emotionally handicapping conditions in the least restrictive environment.
يناقش تقرير عام 1990 هذا الاعتبارات وحقوق الدمج، وعملية الحصول على الدمج للطفل المعاق، وعملية الاستئناف، والقضايا الناشئة عن الدمج لإعاقات معينة.
This 1989 report reviews the research literature on the impact of homelessness on children’s education, analyzes data collected via field-based interviews with 277 families of school-age children residing in New York City’s shelter system, and makes recommendations for how the City can better meet the educational needs of students who are homeless.
This 1989 report examines the systemic challenges facing recently arrived immigrant children within the public school system and describes the launch of AFC’s Immigrant Students’ Rights Project.
تصف هذه الدراسة العديد من المدارس المتوسطة التي تخدم الطلاب ذوي الدخل المنخفض والأقليات بشكل أكثر فعالية من معظم المدارس المتوسطة في نظام المدارس العامة في مدينة نيويورك. ثم يتابع الاتحاد الآسيوي لكرة القدم تحليلاً لكيفية قيام كل مدرسة بوظائفها النموذجية.
This 1985 report describes how selective unzoned public high school programs pick and choose among applicants, and how students from low-income, predominantly minority school districts are adversely affected in the process. The report urges the Chancellor to spearhead an overhaul of high school admissions policies and procedures and makes recommendations for change.
This report examines the May 1984 public hearing on Our Children at Risk: The Crisis in Public Education that was organized by Advocates for Children of New York and co-sponsored by Statewide Youth Advocacy. The hearing focused on three areas that are key to inequity: the denial of equal access to school resources, the denial of equal quality in the learning process, and the denial of open futures in the link between school and work.
This 1974 report details the system of educational services for children with emotional and behavioral disabilities in New York City, focusing on students of color and students from low-income families. The report, which is based on interviews and field research conducted between 1972 and 1974, shines a light on the discriminatory education and support services provided to low-income students with disabilities.