Amaya Garcia

Senior Researcher, Education Policy Program

Amaya Garcia is a senior researcher with the Education Policy program at New America. A member of the Dual Language Learners National Work Group, she provides research and analysis on policies and programs related to dual language education, bilingual teacher preparation 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

EDUCATION POLICY
The Art of Implementation: California’s LCAPs Fall Short for ELs

Amaya Gracia explains California's education reform, the Local Control Formula, and how certain districts fall short of the standards.


EDUCATION POLICY
Matching the Changing Demographics of Young Children in the Early Ed Workforce

A new Migration Policy Institute report notes that children of immigrants now make up one-quarter of the children under the age of 6.


EDUCATION POLICY
#ThankATeacher: Reflections from New America's PreK-12 Ed Policy Team

For National Teacher Appreciation Week, New America's Education policy team shares stories of their most inspirational teachers.


EDUCATION POLICY
Why Teachers Are A Key Factor in the Success of Dual Language Learners

EDUCATION POLICY
Opening the Door to Parent Engagement

Findings from multiple studies point in one direction: the critical role parents play in children's literacy and educational outcomes.


EDUCATION POLICY
More Time Spent in High-Quality Early Childhood Programs is Especially Beneficial for DLLs

A study of Head Start and DLL finds that early intervention can give children the boost they need to excel in English literacy later on.


EDUCATION POLICY
A New ESEA: Bipartisanship Doesn’t Add Up to Much for DLLs

Senators Lamar Alexander and Patty Murray released their much anticipated bipartisan bill to revamp No Child Left Behind.


EDUCATION POLICY
State Momentum Building in Support of Dual Immersion Programs

Last Friday was a BIG day for thousands of parents across DC, the lottery results for city wide admittance to coveted schools went live.


EDUCATION POLICY
Arizona and DLLs: Language and Politics in the Desert

A series of studies explore whether Arizona's Structured English Immersion model works for ELs.


EDUCATION POLICY
Navigating the “Empirical Darkness” of Impacts of Digital Media on Hispanic-Latino Families

Very little is known about how these technologies impact Latino parenting practices and the development and academic achievement.


EDUCATION POLICY
Differences in Hispanic-Latino Families' Access to and Use of Educational Media

The Joan Ganz Cooney Center at Sesame Workshop released a series of reports on Latino families’ use of digital media.


EDUCATION POLICY
Sobrato Early Academic Language (SEAL) Provides Dual Language Learners with a Strong Start

Lara Burt highlighted California’s paradoxical English-only approach to serving Dual Language Learners (DLLs).