The New York Foundation looks to connect its grantees and other nonprofit organizations in New York City with resources useful in achieving our common goals. With our Knowledge Center we collect reports, case studies, policy briefs, and other knowledge assets produced by New York Foundation grantees and affiliated organizations. While some of these works were funded by the Foundation, our goal in providing this collection is to put a spotlight on the contributions that Foundation grantees have made to social issue analysis and problem solving.
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One Step Forward Half a Step Back: A Status Report on Bias-Based Bullying of Asian American Students in New York City Schools

September 1, 2013

In September 2008, Mayor Michael Bloomberg and former Schools Chancellor Joel Klein announced Chancellor's Regulation A-832, which established policies and procedures on how New York City schools should respond to bias-based harassment, intimidation, and bullying in schools. The Asian American Legal Defense and Education Fund (AALDEF), the Sikh Coalition, and many other community organizations had long advocated for such measures and we applauded the city for taking a foundational step to ensure the safety of all students.However, as the five-year anniversary of the anti-bullying Regulation approaches, our survey found a significant gap between the promise of bias-free public schools and the day-to-day reality of Asian American students.

Effective Accountability Mechanisms for New York State's English Language Learners

September 27, 2012

In September 2011, the New York State Department of Education convened a School and District Accountability Think Tank to provide public input regarding the creation of a second generation educational accountability system for the State's Elementary and Secondary Education Act waiver application. The Asian American Legal Defense and Education Fund (AALDEF) and Advocates for Children of New York (AFC) participated in the Think Tank and submitted a set of comprehensive recommendations regarding sound accountability practices for English Language Learners (ELLs). In May 2012, the U.S. Department of Education granted New York's waiver application, which included several of AALDEF's and AFC's recommendations. We believe our ELL accountability recommendations have relevance beyond the ESEA waiver, and now release this paper which sets forth key principles for a sound ELL accountability framework in New York State.

Under the Radar: Muslims Deported, Detained, and Denied on Unsubstantiated Terrorism Allegations

May 4, 2011

Through the targeted use of a wide set of immigration and law enforcement policies and actions, the U.S. government has cast Muslims as dangerous threats to national security, leaving Muslim communities across the United States vulnerable to discrimination and discriminatory profiling. This Briefing Paper by the Center for Human Rights and Global Justice (CHRGJ) and the Asian American Legal Defense and Education Fund (AALDEF) documents the U.S. government's deployment of lower evidentiary standards and lack of due process guarantees in the immigration system against Muslims to further marginalize this targeted group in the name of national security and counterterrorism. A number of particular immigration programs and practices -- such as the National Security Entry-Exit Registration System (NSEERS),the Federal Bureau of Investigation (FBI) name-check system in the naturalization process, and racial profiling at U.S. borders have received critical attention for their discriminatory impacts on Muslim communities. This Briefing Paper draws on interviews with immigration and criminal defense attorneys and community-based groups, court documents, and media accounts to identify five key under-documented patterns of government practices that appear to be targeting Muslim communities through the immigration system.

Bullying in New York City Schools: Educators Speak Out

February 24, 2011

This report summarizes the findings from our 2009-2010 survey and provides an assessment of Chancellor's Regulation A-832 in its second year. We hope it will provide a road map for improving compliance with Regulation A-832 and expanding Respect for All programming, as well as encourage the DOE to quickly come into compliance with the Dignity for All Students Act, a new state law that requires schools to take affirmative measures (training, counseling, education) to prevent and respond to incidents of bullying and harassment.

Interim Assessment of 2010 Census Operations & Outreach to Asian Americans

January 26, 2010

From June to December 2009, the Asian American Legal Defense and Education Fund (AALDEF) undertook a focused six-month monitoring project, evaluating the Census Bureau's outreach plans to the Asian American community. As the Bureau did in 2000, significant efforts were made to educate racial, ethnic, and language minorities to increase participation in the 2010 census. While the Bureau has generally been responsive to the needs of Asian Americans, AALDEF's assessment identified some deficiencies. Widespread problems included the following: insufficient support from some Partnership Specialists, limited or no opportunity to preview draft advertisements, misinformation about key programs like the Questionnaire Assistance Centers and Be Counted sites, mistranslations of census materials, and persistent concerns about the confidentiality of census information. AALDEF worked with more than 100 Asian American community-based organizations (CBOs) in fifteen states: New York, New Jersey, Massachusetts, Pennsylvania, Maryland, Virginia, Georgia, Florida, Ohio, Michigan, Illinois, Texas, Louisiana, Washington, and California. Members of the National Asian American Census Task Force included OCA National, South Asian Americans Leading Together, National Korean American Service & Education Consortium, Chinese for Affirmative Action, Asian Law Caucus, and Asian American Federation of New York. Through personal interviews, conference calls, and an online survey, community leaders provided feedback and insight on their experiences with the Bureau's programs, particularly the Partnership Program, Language Assistance, and Other Operations.

Empty Promises: A Case Study of Restructuring and the Exclusion of English Language Learners in Two Brooklyn High Schools

June 1, 2009

Since 2002, the New York City Department of Education (DOE) has attempted to reverse the city's severe drop-out crisis through a large scale restructuring of high schools, focused mainly on closing large, comprehensive high schools and replacing them with small high schools that offer a more personalized learning environment. Unfortunately, this reform effort initially included a policy that allowed new small schools to exclude English Language Learners (ELLs), and many small schools still do not provide the programs that ELLs need. Lack of access to new and promising programs is reflected in ELL performance data. While the City's overall graduation rate climbed to 52.2% in 2007 from 46.5% in 2005, the rate for ELLs dropped from 28.5% to 23.5% over the same period.To understand how the small schools movement has affected ELL students in New York City, we studied the restructuring of two large Brooklyn high schools -- Lafayette High School in Bensonhurst and Tilden High School in East Flatbush.

Bias-based Harassment in New York City Public Schools: A Report Card on the Department of Education's Implementation of Chancellor's Regulation A-832

January 1, 2009

On September 3, 2008, Mayor Michael Bloomberg and Schools Chancellor Joel Klein announced Chancellor's Regulation A-832, which established a procedure for addressing student-to-student bias-based harassment, intimidation, and bullying. Community groups and advocates stood with the Mayor and Department of Education (DOE) leadership in announcing the Regulation, applauding it as an important step in the right direction. Since last fall, The Sikh Coalition, Asian American Legal Defense and Education Fund (AALDEF), Coalition for Asian American Children and Families (CACF), and the New York Civil Liberties Union (NYCLU) have been leading an initiative to monitor and assess the implementation of the new regulation. Th rough surveying over 1,100 students and educators in New York City public schools, we have learned that a wide gap exists between the mandates and promise of the Regulation and the condition of our youth in City schools. This Report Card summarizes the findings of these surveys and provides an assessment of the implementation of Chancellor's Regulation A-832 in the first school year of its existence.

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