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Julian’s Story
Julian is a 3-year-old preschooler with delays in his language skills, but the DOE failed to provide recommended services.
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AFC has created a model program called Project Achieve to ensure that children in or at risk of placement in foster care receive access to appropriate educational services. There are over 20,000 children in foster care in New York City, and those of school age are among the most at-risk students in...
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This study describes the efforts undertaken by AFC to address the push-out problem in NYC
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This report presents research that demonstrates why retention policies are damaging to students, and presents methods for advocating against retention.
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This report examines the harmful effects of retention, including the blanket strategy of using a single test to determine if a student should be held back. This report found that retention impedes the educational progress of children, and leads to primarily lower achievement and higher drop out...
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During the 2001-2002 school year, AFC piloted a project called the Domestic Violence Education Advocacy Project that provided inspanidual school related advocacy for children who had been exposed to domestic violence or abuse and who were having significant problems in school
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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.
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This report examines the role of Parent Coordinators and their ability to serve the needs of Limited English Proficient (LEP) parents. The NYC Dept. of Education created a Parent Coordinator position at every public school as of 9/2003 to facilitate involvement by LEP parents in their children’s...
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This report highlights the urgent need to address the impending crisis of minority groups not graduating from high school at troubling rates.
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This report addresses the lack of meaningful access afforded to parents with limited English proficiency to their children’s schools and the school system due to language differences. Evidence suggests that parental involvement in a child’s education is a key factor to his/her success in school.
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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 2002-2003 to over 240,000 eligible children in schools “in need of...
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This report 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” by school...
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This report examines a group of programs in NYC public schools that prove that integration of special needs children into regular classrooms is not only possible but also desirable for children with many different types of disabilities and with differing needs
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This report analyzes the educational outcomes of English Language Learners (ELLs) since the implementation of new graduation standards in New York State and assesses the implementation of promised improvements in the education provided to ELLs.
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This report looks at the history of special education services in the New York City school system and at the differing views regarding how children with disabilities should be treated, i.e., via segregation or inclusion.
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Resource: Report from the Front Lines: What's Needed to Make New York's ESL and Bilingual Programs SucceedThis report focuses on one of the ingredients most fundamental for English Language Learners (ELLs): their teachers, and the resources they possess to teach ELLs. It also addresses the impact of new graduation and promotion standards for ELLs, the challenges teachers face, and steps the NYC public...
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Resource: Playing by The Rules When The System Doesn't: Immigrant Families and Summer School in New YorkThis report discusses findings from surveys conducted during the summer of 2000 to assess the implementation and effectiveness of the Year 2000 Summer program, an integral part of the NYC Board of Education’s updated promotion policy.
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This report shows the results of surveys of inspaniduals involved in the delivery of educational services to foster care children as well as to the foster care children and parents themselves. The main institutions in foster children’s lives fail to put into place the fundamental building blocks...
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his report examines changes initiated by the Board of Education to end the policy of “social promotion.”
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This report examines the results of a survey of school conditions carried out by the NYC Healthy Schools Working Group provides a snapshot of the environmental conditions in NYC public schools. It examines the results of years of neglect of infrastructure for children and reveals disturbing new...