Enrollment in NYCDOE schools can be done at Family Welcome Centers, which are located in all five boroughs. Along with enrollment, Family Welcome Centers answer questions about admissions, guidance for students new to the city, and information about waitlists and offers for middle and high schools.  During the COVID-19 pandemic, the physical centers are temporarily closed, but enrollment can be completed online or by phone.  

Any child age 5-21 who lives in New York City has the right to attend public school until they graduate from high school.  Schools cannot turn away students based on their immigration statuses, limited education experience, or limited space at the school. 

Language Learning:

There are three models of language instruction in NYCDOE schools. Transitional Bilingual Education (TBE) programs offer instruction in both English and the student’s native language. As the student gains greater proficiency in English, the amount of English-only instruction they receive increases. Dual Language (DL) classes are open both to ELLs and to native English speakers who want to gain proficiency in another language. Most DL programs teach Spanish as a second language, but there are also programs that teach Chinese, Haitian Creole, Russian, Korean, French, and Arabic. Dual language special education programs are available and are prioritized for students who have this recommendation as part of their Individualized Education Program (IEP). While TBE and DL programs are only offered at a limited number of schools, English as a New Language (ENL) classes are the most common, as they are offered at every NYC DOE school. ENL classes in various subjects are taught primarily in English, with an emphasis on English language acquisition. Schools should host a meeting with the family, with appropriate interpretation services provided if necessary, to determine which program is the best fit for the student.  

Additional Language Supports:

NYCDOE Title I schools also offer a Bilingual Pupil Services Program. This program is designed to prepare and train bilingual paraprofessionals in pursuit of a teaching career and to serve ELLs in Title I elementary schools, either one-on-one or in small groups, alongside their language learning program during the school day. This support can be specific to the student’s language learning or can be utilized for their other academic, physical/mental health, or behavioral needs. Bilingual Pupil Services are offered for students who speak Spanish, Chinese, or Haitian-Creole.

Interpretation or translation services must be provided for the nine most common languages spoken other than English: Arabic, Bengali, Chinese, French, Haitian Creole, Korean, Russian, Spanish, and Urdu. Outside contractors provide interpretation and translation services for additional languages. The Translation and Interpretation Unit at the NYCDOE coordinates these services, working with the Field Language Access Coordinators from each Borough Office and Language Access Coordinators in local schools to ensure language accessibility for families. Translation and interpretation services should be available for parent-teacher conferences and for school records. Schools should post notices about how to access translation and interpretation services in the languages listed above.

Parent Coordinators are present in every elementary and middle school and some high schools. Their role is to serve as the first points of contact for families within schools, and their responsibilities vary based on the needs of the school where they are placed. The goal of parent coordination is to find ways to increase parent involvement in schools by conducting outreach, convening parent meetings and school events, and serving as a liaison with community organizations. In 2016, there were 1,483 parent coordinators in NYCDOE schools.

John Jay College of Criminal Justice 

Welcome to the John Jay resource page for undocumented students! We provide information here to help undocumented--both non-DACA and DACA--immigrant students reach their goals of college success.  

Brooklyn College

The mission of the Immigrant Student Success Office (ISSO) is to recruit, enroll, and retain students, with an emphasis on new immigrants, such as students granted Deferred Action for Childhood Arrivals (DACA).

Baruch College

We provide resources here to assist undocumented students, both non-DACA and DACA recipients, in achieving their college success goals. We hope that by providing assistance and resources on this website, you will be able to understand your rights and prosper in your educational path, regardless of your citizenship status.