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.
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Today, AFC and the ARISE Coalition (coordinated by AFC) are testifying at the New York City Council Committee on Education’s Preliminary Budget hearing.
Excellent public schools are essential to making New York City an attractive place to live and raise a family and to ensuring a strong foundation for our City’s future. Regardless of what happens at the federal level in the years ahead, it will be essential for New York City Public Schools to remain focused on the critical task of ensuring all young people receive the support they need to learn and thrive. Based on our experience helping thousands of New York City families each year, we urge the next Mayoral Administration to take on big challenges with bold ideas and stand firm in the face of threats to students’ civil rights.
The Fiscal Year 2026 budget must sustain important education programs funded with one-year city dollars set to expire in June 2025 and make additional investments to address pressing needs.
For far too long, New York City Public Schools has failed to meet the critical charge of ensuring all students learn to read. While the City has begun to take steps to address this challenge, meaningful change takes time, and literacy must remain a top education priority for the next Mayoral administration. To sustain and build upon the work done thus far, New York City should develop a robust system of intensive interventions and support for students across all grade levels; provide teachers with ongoing coaching and professional learning in the science of reading; and partner with families to support literacy learning.
Today, AFC is testifying at a hearing of the New York State Education Department Dyslexia and Dysgraphia Task Force. Our testimony focuses on screening and intervention, emphasizing that moving the needle on literacy requires a comprehensive approach and a substantial and sustained commitment of resources.
Kim Sweet, Executive Director of Advocates for Children of New York (AFC), issued the following statement in response to the release of the New York State English Language Arts test scores for New York City students
Ce rapport, basé sur des conversations avec des parents d'élèves de la ville de New York sur leurs expériences de travail avec les écoles de leurs enfants alors que leurs enfants apprenaient à lire, formule des recommandations à l'intention des écoles publiques de la ville de New York (NYCPS) sur la manière de collaborer avec les familles en tant que La ville entre dans les prochaines étapes de ses efforts visant à améliorer l’enseignement de la lecture dans l’ensemble du système scolaire.
L'AFC a témoigné devant le comité sur l'éducation du conseil municipal de New York et le comité sur la législation nationale et fédérale concernant le nouveau programme basé sur la phonétique et le dépistage de la dyslexie dans les écoles publiques de New York. Nous exhortons le Conseil à rester ferme dans son engagement à garantir que toutes les écoles utilisent des programmes de lecture avec une efficacité prouvée et à pousser le système scolaire à fournir à tous les élèves, y compris ceux qui ont un handicap comme la dyslexie, l'intervention et le soutien dont ils ont besoin.
Kim Sweet, Executive Director of Advocates for Children of New York, issued the following statement in response to the Chancellor’s announced changes to literacy instruction in New York City Public Schools.
Kim Sweet, Executive Director of Advocates for Children of New York (AFC), issued the following statement in response to the release of the 2022 New York State English Language Arts (ELA) test scores for New York City, showing that only 36% of Black and Hispanic students, 18% of students with disabilities, and 13% of English Language Learners (ELLs) in grades 3–8 are reading proficiently.