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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.

Call to Action to Sustain Education Programs Funded with Expiring Federal COVID-19 Relief
  • Sign-On Letter

    • Call to Action to Sustain Education Programs Funded with Expiring Federal COVID-19 Relief

    More than 170 organizations are calling on New York leaders to save critical education programs currently supported by temporary federal stimulus funding set to run dry in 2024.
    Young students sitting in a circle, several raising their hands. (Photo by RDNE Stock project via Pexels)

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    An In-depth Look at Free Tutoring Services Under the No Child Left Behind Act in New York City: A Focus on English Language Learners
    Young boy sits in a classroom, looking at the camera
  • Policy Report
    • An In-depth Look at Free Tutoring Services Under the No Child Left Behind Act in New York City: A Focus on English Language Learners

    This 2006 policy brief provides an analysis of NYC Department of Education (DOE) statistics regarding student eligibility and enrollment in Supplemental Education Services (SES) and outlines the results of a survey of all 2004-05 DOE-approved SES Providers.

    Jun 1, 2006

    In Harm’s Way: A Survey of Lesbian, Gay, Bisexual, and Transgender Students Who Speak About Harassment and Discrimination in NYC Schools
    Three smiling teenagers outside a school. (Photo by Sheilby Macena, Adobe Stock)
  • Policy Report
    • In Harm’s Way: A Survey of Lesbian, Gay, Bisexual, and Transgender Students Who Speak About Harassment and Discrimination in NYC Schools

    This report examines the results of a survey to determine whether many lesbian, gay, bisexual, and transgender (LGBT) students in New York City experience a safe and supportive learning environment. The report also examines the current state of the law meant to protect students from harassment and discrimination in schools.

    Oct 24, 2005

    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

    Project Achieve: A Model Project Providing Education Advocacy for Children in the Child Welfare System
    Two students walking down the street, their backs to the camera. (Photo by Mary Taylor from Pexels)
  • Policy Report
    • Project Achieve: A Model Project Providing Education Advocacy for Children in the Child Welfare System

    AFC first piloted the Project Achieve model at Louise Wise Services (LWS), a private preventive services and foster care agency in New York City, from the fall of 2002 to the spring of 2004. Our work at LWS demonstrated that the project is a viable, effective model, capable of replication at any child welfare agency.

    Mar 1, 2005

    Holding Back Students Damages Their Educational Progress: An Advocacy Report
    Close-up of an open book. (Photo by Bilakis via Pexels)
  • Law Review Article
    • Holding Back Students Damages Their Educational Progress: An Advocacy Report

    This 2005 article, published in the Clearinghouse REVIEW Journal of Poverty Law and Policy and written by AFC Executive Director Jill Chaifetz and Program Associate Rachel Kravitz, describes research that demonstrates why retention policies are damaging to students and presents methods for advocating against retention.

    Jan 31, 2005

    An Overview of Research on the Effectiveness of Retention on Student Achievement for New York City School Children
    Midsection of a teenage girl studying in classroom. (Photo by WavebreakMediaMicro, Adobe Stock)
  • Policy Report
    • An Overview of Research on the Effectiveness of Retention on Student Achievement for New York City School Children

    This paper analyzes 25 years of research documenting the failure of single-test retention policies, looking in particular depth at New York City’s past failed retention policies and the current data on Chicago’s retention policy. The paper was accompanied by a sign-on letter in opposition to the Mayor’s announced policy to hold back fifth graders on the sole basis of their scores on standardized tests.

    Sep 27, 2004

    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 colors in a coloring book. (Photo by RDNE Stock project from Pexels)
  • 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

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