AFC trabaja para cambiar la política educativa para que el sistema de escuelas públicas sirva todo niños de manera efectiva. Publicamos informes de políticas y análisis de datos, testificamos a nivel municipal y estatal, hablamos en la prensa para llamar la atención sobre los desafíos que enfrentan los estudiantes y las familias a las que servimos, y nos unimos a otros defensores, padres, jóvenes y educadores para pedir cambiar.
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This paper endorses the placement of children with behavioral and emotionally handicapping conditions in the least restrictive environment.
Este informe de 1990 analiza las consideraciones y los derechos de inclusión, el proceso de obtención de la inclusión para un niño discapacitado, el proceso de apelación y las cuestiones que surgen de la inclusión para discapacidades particulares.
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.
This study describes several middle schools which serve low-income and minority students more effectively than most middle schools in the New York City public school system. AFC then follows with an analysis of how each school carried out its typical functions.
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.
Este informe examina la audiencia pública de mayo de 1984 sobre Nuestros niños en riesgo: la crisis de la educación pública que fue organizado por Advocates for Children of New York y copatrocinado por Statewide Youth Advocacy. La audiencia se centró en tres áreas que son claves para la inequidad: la negación de la igualdad de acceso a los recursos escolares, la negación de la igualdad de calidad en el proceso de aprendizaje y la negación de futuros abiertos en el vínculo entre la escuela y el trabajo.
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.