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

EDUCATION POLICY
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.


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 John Kline and Todd Rokita introduced the Student Success Act to replace the much-maligned, outdated No Child Left Behind.


EDUCATION POLICY
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


EDUCATION POLICY
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.


EDUCATION POLICY
How Language and Immigrant Background Influence Pre-K Participation and Kindergarten Readiness

Strong evidence shows identifying and supporting DLL students early in their educational process can make a big difference for them.


EDUCATION POLICY
Stories from the Nation's Capital: Building Instructional Programs and Supports for DLLS from PreK-3rd Grade in Washington, DC

A year after the launch of Dual Language Learners National Work Group, New America publishes 3 reports on the status of DLL in the U.S.