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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.

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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    An Overview of Research on the Effectiveness of Retention on Student Achievement for New York City School Children
    Close-up of a student's hands taking a multiple-choice exam (Photo by smolaw11, 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 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

    Pushing Out At-Risk Students: An Analysis of High School Discharge Figures
    Midsection of a student wearing a backpack and standing behind a wire fence.
  • Policy Report
    • Pushing Out At-Risk Students: An Analysis of High School Discharge Figures

    This report by the Office of Public Advocate Betsy Gotbaum and Advocates for Children of New York examines data documenting students in New York City who have been designated as “discharged” from the school system, an indicator that has received little public attention. Anecdotal evidence suggests that many of these discharges may have been forced “push-outs” of students who have a legal right to remain in public schools.

    Nov 21, 2002

    Creating a Formula for Success: Why English Language Learner Students Are Dropping Out of School, and How to Increase Graduation Rates
    Teenage girl sitting on the floor of a library, reading a book. (Photo by Ludovic Delot via Pexels)
  • Policy Report
    • Creating a Formula for Success: Why English Language Learner Students Are Dropping Out of School, and How to Increase Graduation Rates

    This report, released jointly by AFC and the New York Immigration Coalition, analyzes the educational outcomes of English Language Learners (ELLs) since the implementation of new graduation standards. The report shows that the majority of children who have utilized bilingual or ESL programs with enough time and support have become proficient in English and have the highest rates of success on the new state tests. The report also shows that students currently enrolled in these programs – many of whom are very recent arrivals in the country or are students with interrupted formal education (SIFE) – fare the worst under the new standards, with more of them dropping out than graduating.

    Jun 18, 2002

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    Responding to Proposed Changes to the U.S. Department of Education

    This proposed restructuring violates federal law and is the latest step in an ongoing effort to dismantle the Department of Education. Learn more about what this means.

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