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

Policy Resources

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.

Leading the Way for NYC Schools: Recommendations for the Next Administration
  • Policy Agenda

    • Leading the Way for NYC Schools: Recommendations for the Next Administration

    Based on our experience helping thousands of NYC families each year, we urge the next Mayor to take on big challenges with bold ideas and stand firm in the face of threats to students’ civil rights.
    Closeup of student holding a pencil in class

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    Educate! Include! Respect! A Call for School Reform to Improve the Educational Experiences of Students with Disabilities in New York City
    Smiling Asian boy in a wheelchair in a classroom.
  • Policy Report
    • Educate! Include! Respect! A Call for School Reform to Improve the Educational Experiences of Students with Disabilities in New York City

    The past seven years of education reform have not significantly improved outcomes, experiences or services for New York City’s 160,000 public school students with disabilities, according to Educate! Include! Respect!, a report issued April 2009 by the ARISE Coalition, a group of parents, educators, advocates, and other supporters of students with disabilities coordinated by AFC.

    Apr 23, 2009

    Dead Ends: The Need for More Pathways to Graduation for Over-Age, Under-Credited Students in New York City
    Older male student writing on a table at the front of a classroom. (Photo by Jeswin Thomas from Pexels)
  • Policy Report
    • Dead Ends: The Need for More Pathways to Graduation for Over-Age, Under-Credited Students in New York City

    An estimated 138,000 New York City students are over-age and under-credited and are out of school or at-risk for dropping out. The New York City Department of Education began creating new programming specifically for these students, but some students are left with dead ends under the current system. This briefing paper examines the ability of the new schools to meet the instructional needs of English Language Learners (ELLs), students with special education needs, students who are older with few or no credits, and students who are pregnant and parenting.

    Dec 10, 2007

    Transitioning to Nowhere: An Analysis of the Planning and Provision of Transition Services to Students with Disabilities in New York City
    Principal talking with teenage boy while sitting in office. (Photo by Cavan for Adobe, Adobe Stock)
  • Policy Report
    • Transitioning to Nowhere: An Analysis of the Planning and Provision of Transition Services to Students with Disabilities in New York City

    Approximately 13,000 students with disabilities exit the New York City public school system each year. This report examines the efforts of the NYC Department of Education to prepare these youth for independent living, vocational training, employment, higher education, and other post-secondary opportunities.

    Sep 7, 2007

    Leaving School Empty Handed: A Report on Graduation and Dropout Rates for Students who Receive Special Education Services In New York City
    Teenage boy leans against a wall, arms crossed.
  • Policy Report
    • Leaving School Empty Handed: A Report on Graduation and Dropout Rates for Students who Receive Special Education Services In New York City

    This report examines the graduation outcomes of the more than 170,000 children currently classified as having disabilities and in need of special education services in New York City, based on federal, state, and city data from the school years between 1996-97 and 2003-04.

    Jun 1, 2005

    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)
  • Policy Report
    • 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 at a table in a classroom, coloring in a coloring book.
  • Policy Report
    • 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)
  • Policy Report
    • 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

    Still Waiting, After All These Years… Inclusion of Children with Special Needs in New York City Public Schools
    Elementary students sitting on a rug in a classroom. (Image by rawpixel.com on Freepik)
  • Policy Report
    • Still Waiting, After All These Years… Inclusion of Children with Special Needs in New York City Public Schools

    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.

    Nov 1, 2001

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    Celebrate AFC's 2026 Spring Benefit!

    On Tuesday May 5, 2026, join us to honor John & Amanda Waldron and AFC client Aidan Parrish

    Learn more and buy tickets