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 comments in response to the New York State Education Department’s proposed plan to promote inclusion among preschool and school-age students with disabilities.
AFC 向纽约市议会教育委员会作证，讨论残疾学生和英语学习者 (ELL) 参加职业技术教育 (CTE) 计划的问题。事实证明，CTE 有助于让高风险学生（如英语学习者和残疾学生）保持学习状态并顺利毕业；但尽管残疾学生和英语学习者通常在纽约市的 CTE 计划中表现良好，但这两个群体在 CTE 学生中的代表性都不足。
AFC submitted comments to the New York City Department of Education regarding proposed changes to Chancellor’s Regulation A-101 regarding school transfers, admissions, and enrollment.
AFC testified at the DOE’s hearing on proposed changes to the Discipline Code. Our testimony focuses on the proposals to ban suspensions for students in kindergarten through second grade, require schools to document supports and interventions used, and expand the options for the length of suspensions.
AFC submitted public comments to U.S. Secretary of Education John B. King, Jr. on the proposed Every Student Succeeds Act (ESSA) accountability and state plan regulations.
AFC submitted testimony to the New York City Council General Welfare Committee regarding school stability for students in foster care.
AFC testified before the City Council Committee on Finance, asking that the final budget include increased funding for DOE social workers for students living in shelters and for restorative justice programs.
As the New York State Senate Education Committee holds a hearing today on mayoral control of New York City schools, Kim Sweet, Executive Director of Advocates for Children of New York (AFC), released the following statement supporting a long-term extension of mayoral control.
AFC submitted comments to the New York State Education Department and the Board of Regents in support of the proposed amendment of the regulations relating to the Career Development and Occupational Studies (CDOS) Commencement Credential.
AFC 在纽约市议会教育和心理健康委员会、发育障碍委员会、酒精中毒委员会、药物滥用委员会和残疾人服务委员会面前作证说，有必要确保我们的公立学校准备好为所有学生，包括患有阅读障碍和其他残疾的学生，提供适当的、基于证据的读写指导。