AFC works to change education policy so that the public school system serves all children effectively. We publish policy reports and data analyses, testify at the City and State levels, speak out in the press to bring attention to the challenges facing the students and families we serve, and join with other advocates, parents, youth, and educators to call for change.
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The following is a statement by Kim Sweet, Executive Director of Advocates for Children of New York, in response to the release of graduation rate data for the class of 2016.
This December 2016 report analyzes access to high school-level career and technical education (CTE) programs for students with disabilities in New York State. Based on data findings and interviews with professionals, special education advocates, and parents of students with disabilities, the paper makes recommendations for addressing barriers to CTE.
Today, the City announced its intention to implement the recommendation of the Mayoral Leadership Team on School Climate and Discipline to modify the DOE’s discipline code to end suspensions for students in kindergarten through second grade and increase support for positive behavior interventions in schools. AFC staunchly supports the elimination of suspensions for these students and the use of a developmentally sound approach to address the behavior of young children instead.
As the New York State Senate Education Committee holds a hearing today on mayoral control of New York City schools, Kim Sweet, Executive Director of Advocates for Children of New York (AFC), released the following statement supporting a long-term extension of mayoral control.
AFC presented this white paper at the 2016 national conference of the Council of Parent Attorneys and Advocates (COPAA). The paper discusses the rights of students with disabilities to behavioral supports, and individual and systemic advocacy strategies that provide support for students with disabilities instead of excluding them from school.
This report documents the need for urgent and sustained action to improve literacy levels for low-income students with disabilities and prepare schools to teach reading effectively for all students. It reviews research and case stories indicating that students with a wide range of disabilities are capable of learning to read if they receive appropriate instruction, discusses the key elements for teaching reading effectively, highlights a number of promising programs in NYC, and provides recommendations for implementing systemic change.
In February 2016, the Coalition for Multiple Pathways to a Diploma, coordinated by AFC, issued an updated policy brief identifying barriers to CTE instruction for students with disabilities and ELLs and providing recommendations to NYSED and the Board of Regents for creating accessible CTE programs that will benefit these students.
Kim Sweet, Executive Director of Advocates for Children of New York, issued the following statement in response to the proposal for expanding graduation pathways for all students discussed at today’s Board of Regents meeting.
This February 2015 report describes findings made from AFC’s review of 164 New York City charter school discipline policies obtained through Freedom of Information Law requests. A significant number of City charter schools have discipline policies that fail to meet the legal requirements, leading to violations of students’ and parents’ civil rights. The report includes recommendations for state legislators to consider as they discuss raising the cap on charter schools and ensuring that charter schools serve high-needs students.
More than 50,000 middle school students – a quarter of the students in New York City’s public middle schools – have been left back at least once, and more than 8,500 students have been left back at least 3 times. Despite their significant academic and social-emotional needs, there are fewer than 450 seats in programs for over-age middle school students in the City’s traditional public and charter schools. This September 2014 policy report brings attention to the unique needs of over-age middle schoolers and provides the New York City Department of Education (DOE) with recommendations for improving outcomes for this population.