Stack of books against a blurred background. (Photo by Kimberly Farmer on Unsplash)

Ressources politiques

L'AFC s'efforce de changer la politique éducative afin que le système scolaire public serve tous enfants efficacement. Nous publions des rapports politiques et des analyses de données, témoignons aux niveaux de la ville et de l'État, nous exprimons dans la presse pour attirer l'attention sur les défis auxquels sont confrontés les étudiants et les familles que nous servons, et nous nous joignons à d'autres défenseurs, parents, jeunes et éducateurs pour appeler à changement.

More than 115 Organizations Call for Changes to New York State’s School Funding Formula
  • Lettre de signature

    • More than 115 Organizations Call for Changes to New York State’s School Funding Formula

    Every child in New York State has the right to a sound, basic education—and providing such an education requires adequate and equitable funding. More than 115 organizations are calling on Governor Hochul and the New York State Legislature to revamp New York’s outdated school funding formula to ensure schools have the resources necessary to provide a high-quality education to all students, with particular attention to those who have the greatest needs.
    Desks facing a chalkboard in an empty classroom. (Photo by maroke, Adobe Stock)

    161 Results Found

    Filtrer par
    • Sujet
    • Type de ressource
    Children in Crisis: Advocates for Children’s Domestic Violence Education Advocacy Project
    Girl sitting on a desk in a classroom, reading a book. (Photo by RDNE Stock project from Pexels)
  • Rapport de politique
    • Children in Crisis: Advocates for Children’s Domestic Violence Education Advocacy Project

    During the 2001-02 school year, AFC piloted a project called the Domestic Violence Education Advocacy Project (DVEAP) that provided individual school-related advocacy for children who had been exposed to domestic violence or abuse and who were having significant problems in school. These children were unable to perform up to their academic potential as a result of suffering from undetected and untreated trauma-related illnesses. AFC found that the public school system, in particular the special education system, bears the brunt of this problem.

    May 1, 2004

    Students with Autism Spectrum Disorders in New York City: An Assessment of Current Special Education Service Delivery
    Young child colors in a coloring book. (Photo by RDNE Stock project from Pexels)
  • Rapport de politique
    • Students with Autism Spectrum Disorders in New York City: An Assessment of Current Special Education Service Delivery

    This report assesses the manner in which special education services are delivered to children in NYC who have been diagnosed with Autism Spectrum Disorders, with a particular focus on the delivery of services to poor children and children of color.

    Apr 30, 2004

    Serving Those Most In Need Or Not? A Report on the Implementation of the No Child Left Behind (NCLB)’s Supplemental Education Services in New York City
    Woman looks over the shoulder of a young girl filling out a worksheet. (Photo by Monstera Production via Pexels)
  • Rapport de politique
    • Serving Those Most In Need Or Not? A Report on the Implementation of the No Child Left Behind (NCLB)’s Supplemental Education Services in New York City

    This report examines the results of surveys that were conducted to assess the implementation and effectiveness of Supplemental Education Services (SES). These tutoring and remediation services were provided for the first time in 2002-03 to over 240,000 eligible children in schools “in need of improvement.” The results of the surveys show major problems with implementation of SES in New York City, especially for students with disabilities and those classified as English Language Learners.

    Oct 1, 2003

    Apprendre ensemble : leçons d’éducation inclusive à New York
    Four schoolboys (ages 8-9) huddling in classroom. (Photo by Cavan for Adobe, Adobe Stock)
  • Rapport de politique
    • Apprendre ensemble : leçons d’éducation inclusive à New York

    Ce rapport de la Coalition pour l'environnement le moins restrictif (LRE), coordonné par l'AFC, examine un groupe de programmes dans les écoles publiques de New York qui prouvent que l'intégration des enfants handicapés dans les classes d'enseignement général est non seulement possible, mais également souhaitable pour les enfants ayant de nombreux handicaps. types de handicaps et avec des besoins différents.

    1er octobre 2002

    On attend toujours, après toutes ces années… Inclusion des enfants ayant des besoins spéciaux dans les écoles publiques de la ville de New York
    Elementary students sitting on a rug in a classroom. (Image by rawpixel.com on Freepik)
  • Rapport de politique
    • On attend toujours, après toutes ces années… Inclusion des enfants ayant des besoins spéciaux dans les écoles publiques de la ville de New York

    This report from the Least Restrictive Environment (LRE) Coalition looks at the history of special education services in the New York City school system and at the differing views regarding how children with disabilities should be treated, i.e., via segregation or inclusion.

    1 novembre 2001

    Inclusion : les considérations et les droits liés au placement des élèves en éducation spécialisée dans des classes d'enseignement ordinaires
    Girl in a striped shirt holding a ball. (Photo by Nicola Barts via Pexels)
  • Rapport de politique
    • Inclusion : les considérations et les droits liés au placement des élèves en éducation spécialisée dans des classes d'enseignement ordinaires

    Ce rapport de 1990 discute des considérations et des droits d'inclusion, du processus d'obtention de l'inclusion d'un enfant handicapé, du processus d'appel et des questions découlant de l'inclusion de handicaps particuliers.

    12 janvier 1990

    Report of the New York Hearing on the Crisis in Public Education
  • Rapport de politique
    • Report of the New York Hearing on the Crisis in Public Education

    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.

    Jan 29, 1985

    Charger plus
    Envoie-nous un message