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 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。
AFC testified before the City Council Education Committee about the City’s Fiscal Year 2017 Preliminary Budget, calling on the Administration and City Council to increase funding to address school climate and to support students experiencing homelessness.
AFC 在 2016 年家长律师和倡导者委员会 (COPAA) 全国会议上提交了这份白皮书。该文件讨论了残疾学生获得行为支持的权利，以及为残疾学生提供支持而不是将他们排除在学校之外的个人和系统倡导策略。
This report documents the need for urgent and sustained action to improve literacy levels for low-income students with disabilities and prepare schools to teach reading effectively for all students. It reviews research and case stories indicating that students with a wide range of disabilities are capable of learning to read if they receive appropriate instruction, discusses the key elements for teaching reading effectively, highlights a number of promising programs in NYC, and provides recommendations for implementing systemic change.
2016 年 2 月， 多种文凭途径联盟由 AFC 协调，发布了一份更新的政策摘要，指出了残疾学生和 ELL 学生接受 CTE 教学的障碍，并向 NYSED 和董事会提供了创建可使这些学生受益的无障碍 CTE 计划的建议。
AFC testified before the New York City Council Committee on Education and Committee on General Welfare regarding transportation and support for students experiencing homelessness.
AFC testified before the New York City Council Committee on Mental Health, Developmental Disability, Alcoholism, Substance Abuse and Disability Services regarding City students’ behavioral and mental health needs.
AFC testified at a New York City Council Committee on Higher Education oversight hearing on teacher training in New York City’s post-secondary institutions, emphasizing the need to better prepare new teachers to support the needs of students who are struggling to learn to read and students with behavioral challenges.