AFC 致力于改变教育政策，以便公立学校系统能够服务于 全部 儿童有效。我们发布政策报告和数据分析，在市和州两级作证，在媒体上发声，让人们关注我们所服务的学生和家庭面临的挑战，并与其他倡导者、家长、青少年和教育工作者一起呼吁改变。
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AFC submitted testimony urging the New York State Legislature to ensure that the state budget protects access to high-quality Early Intervention services that are driven by children’s needs, not by their health insurance coverage.
In March 2011, the ARISE 联盟, a group of parents, educators, advocates and other supporters of students with disabilities coordinated by Advocates for Children of New York (AFC), released this policy paper calling on New York City and New York State to follow the law with respect to transition planning and to give post-secondary transition for students with special education needs the same high priority they are beginning to give college and career readiness for other students.
过去七年的教育改革并未显著改善纽约市 16 万名公立学校残疾学生的成绩、体验或服务。 教育！包容！尊重！2009 年 4 月发布的一份报告 ARISE 联盟是由 AFC 协调的一群残疾学生家长、教育工作者、倡导者和其他支持者。
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.
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.
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.
在 2001-02 学年，AFC 试行了一项名为“家庭暴力教育宣传项目”（DVEAP）的项目，该项目为遭受过家庭暴力或虐待并在学校遇到严重问题的儿童提供与学校相关的个人宣传。这些孩子由于患有未被发现和未治疗的创伤相关疾病而无法发挥其学业潜力。AFC 发现，公立学校系统，尤其是特殊教育系统，首当其冲地受到这一问题的困扰。
本报告评估了纽约市向被诊断为自闭症谱系障碍的儿童提供特殊教育服务的方式，特别关注向贫困儿童和有色人种儿童提供服务的方式。
本报告研究了为评估补充教育服务 (SES) 的实施和有效性而进行的调查结果。这些辅导和补习服务于 2002-03 年首次向“需要改进”学校的 240,000 多名符合条件的儿童提供。调查结果显示，纽约市在实施 SES 方面存在重大问题，尤其是对于残疾学生和被归类为英语学习者的学生。
这份由 AFC 协调的最少限制环境 (LRE) 联盟的报告研究了纽约市公立学校的一组项目，这些项目证明将残疾儿童融入普通教育课堂不仅是可能的，而且对于患有许多不同类型残疾和有不同需求的儿童来说也是可取的。