Amaya Garcia

Deputy Director, English Learner Education, Education Policy Program

Amaya Garcia is deputy director for English learner education with the Education Policy program at New America. She provides research and analysis on policies and programs related to dual language education, research and analysis on policies and programs related to bilingual teacher preparation and career pathways, bilingual education, English language proficiency and early education. Prior to joining New America, Garcia was a policy analyst at the DC State Board of Education and a research associate at the American Institutes of Research. Previously she worked in a variety of research labs conducting studies on topics including school finance, reading comprehension, infant learning and memory and early language development. She holds a master’s degree in public policy from the University of Maryland-College Park, a master’s degree in cognitive studies in education from Teachers College, Columbia University, and a bachelor’s degree in English and psychology from the University of Iowa.

All Work

Translating Reclassification Policies into School-Level Practices

A new study examines local variations in EL reclassification rates in Texas and looks under the hood of the reclassification process

Unlocking ESSA's Potential to Support Early Learning

In this report, the authors offer an introduction to ESSA, exploring major provisions that have implications for the early learning system.

Chile's School Voucher System: Enabling Choice or Perpetuating Social Inequality?

Chile has had a school voucher program for over 30 years. What lessons can the Chilean system offer to Secretary of Education Betsy DeVos?

Framing an Agenda for Dual Immersion Program Expansion in Montgomery County

A new whitepaper explores pathways for expanding dual immersion programs in Montgomery County Public Schools.

Multilingual Paraprofessionals Highlight Barriers to Entering the Teaching Profession

A new paper uses focus group data with multilingual paraprofessionals to explore barriers to entering teaching.

Teacher Talent Untapped

This report highlights the barriers multilingual paraprofessionals face in entering teaching in their own words.

Teacher Perspectives on the Best Instructional Models for DLLs

What do teachers believe is the best instructional model for DLLs? A new study reveals that it depends on students' language skills.

Harrisonburg Leads the Way for Dual Language Learners in Virginia

A new report from the National Dual Language Learner Work Group explores how one rural district is supporting its DLLs.

A Critical Mass

This report looks at what a small city in Virginia has done to become a leader in dual language learner education in the state.

A Closer Look at Dual Immersion Program Implementation

A recent study explores elements of effective dual immersion program implementation.

New Report Examines Equitable School Funding for ELs

There's no shortage of priorities in EL education discourse. Where does school funding fall into these arguments?

A Turning Tide: Massachusetts’ New Bill and the Growing Demand for Bilingual Education

Massachusetts’ LOOK Bill represents the latest evidence that there is a national tide turning towards bilingual education.