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

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.

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.

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.

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.

Arizona and DLLs: Language and Politics in the Desert

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

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.

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.

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).

Lessons from Texas on the Relationship Between School Funding and the Academic Achievement of English Language Learners

A symposium held by the Intercultural Development Research Association explored ways to secure equity and excellence for DLLs.

What the Student Success Act Could Mean for DLLs

Reps. John Kline and Todd Rokita introduced the Student Success Act to replace the much-maligned, outdated No Child Left Behind.

The Common Core Just Might be the Greatest (or Worst) Thing to Happen to DLLs

Many educators are concerned that raising academic standards presents challenges for DLLs

What the Rising Popularity in Dual Language Programs Could Mean for Dual Language Learners

NYC public schools Chancellor Carmen Fariña announced plans this week to add or expand an additional 40 dual language programs in NYC.