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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.

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Empty Promises: A Case Study of Restructuring and the Exclusion of English Language Learners in Two Brooklyn High Schools
Midsections of two teenage girls with backpacks walking on the sidewalk carrying notebooks. (Photo by Zen Chung from Pexels)
  • Policy Report
    • Empty Promises: A Case Study of Restructuring and the Exclusion of English Language Learners in Two Brooklyn High Schools

    This 2009 report by AFC and the Asian American Legal Defense and Education Fund (AALDEF) studied the restructuring of two large Brooklyn high schools to understand how the small schools movement impacted English Language Learners (ELLs). The report illustrates how as a result of this movement, ELLs—who experience some of the lowest graduation rates in the city—are left with fewer and fewer options or are simply left behind.

    Jun 16, 2009

    Our Children, Our Schools: A Blueprint for Creating Partnerships Between Immigrant Families and New York City Public Schools
    A young boy in an orange sweater stands between two adults, holding each of their hands.
  • Policy Report
    • Our Children, Our Schools: A Blueprint for Creating Partnerships Between Immigrant Families and New York City Public Schools

    Over 60% of children in New York City public schools are immigrants or the children of immigrants, but this 2009 report shows that immigrant families face significant obstacles to participating in their children’s education. The report, written in collaboration with immigrant advocates and community groups throughout the city, shows that many immigrant parents remain shut out of school activities and leadership opportunities. The report offers a number of concrete solutions for building stronger and more meaningful partnerships between schools, immigrant parents, and community leaders.

    Mar 18, 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

    School Year Filled with Missed Communications: Despite Chancellor’s Regulation, Immigrant Parents Still Face Language Barriers
    A parent drops a child off at school. (Photo by dusanpetkovic1, Adobe Stock)
  • Policy Report
    • School Year Filled with Missed Communications: Despite Chancellor’s Regulation, Immigrant Parents Still Face Language Barriers

    This report, prepared by AFC and the New York Immigration Coalition on behalf of The Equity Monitoring Project for Immigrant and Refugee Education (EMPIRE), finds that translation and interpretation services are still inadequate in City schools. The report highlights major gaps in language access during parent-teacher conferences and  important school events.

    Jun 27, 2007

    So Many Schools, So Few Options: How Mayor Bloomberg’s Small High School Reforms Deny Full Access to English Language Learners
    Sun shines on empty school hallway, numbered yellow lockers at the wall. (Photo by Lubo Ivanko, Adobe Stock)
  • Policy Report
    • So Many Schools, So Few Options: How Mayor Bloomberg’s Small High School Reforms Deny Full Access to English Language Learners

    This joint report by AFC and the New York Immigration Coalition uses enrollment data from the New York City Department of Education to examine the representation of English Language Learners (ELLs) and immigrant students in both small and large schools, as well as the extent to which small high schools have not been created in areas with large and growing immigrant student populations.

    Nov 28, 2006

    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

    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

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