Janie T. Carnock

Policy Analyst, Education Policy Program

Janie Tankard Carnock is a policy analyst with the Education Policy program at New America. She is a member of the Dual Language Learner National Work Group. Her work addresses policies and practices related to multilingualism, immigration, English proficiency, and educational equity. Her writing has appeared in The Hechinger Report, Univision, Education Post, The Washington Monthly, Real Clear Education, The 74, Sojourners, Pacific Standard, and elsewhere. Before joining New America, she taught second grade in Baltimore City. Around half of her students spoke Spanish at home.

Carnock graduated from Harvard University with a bachelor's degree in English and secondary field in government. She also holds a master's degree in education from Johns Hopkins University.

All Work

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.

New Education Law Casts Washington as a Leader State for English Learners

When the trend has been to under-fund ELL programs in many states, it is nice to hear that Washington State is choosing a different path.

Edtech and English Language Learners: Scoping Out the Landscape

A new report from Getting Smart provides a comprehensive overview of edtech that supports students learning English.

Unaccompanied Children: Facing Court Without a Lawyer

According to the DOJ, around forty percent of more than 20,000 unaccompanied children faced proceedings without a lawyer since July 2014.

More Meaningful Assessment for Dual Language Learners

A new series of briefs commissioned by the Heising-Simons and McKnight Foundations speak directly to the challenge of DLL assessment.

Dual Immersion Programs: How States Foster Expansion, Face Challenges

A growing body of research shows that dual immersion models are particularly powerful for raising the academic achievement of DLLs.

Integrating Language and Content: Science for Dual Language Learners

A new study highlights how integrating language supports into mainstream curriculum helps close science achievement gaps for DLLs.

Latinos and Early Ed: New Reports Take Stock of Existing Research

A new set of briefs reveals trends in early childhood education (ECE) search and decision-making, and quality of experience among Latino.

Interview: How the WIDA Consortium Is Preparing Its 35 States Under ESSA

With nearly three-quarters of all U.S. states working with WIDA, the consortium has significant sway over state decision-making for ELLs.

After AMAOs: Defining What Progress for English Learners Means Under ESSA

When it comes to ELL accountability under ESSA, policymakers are in a holding pattern until the Department of Ed regulates the law's nebulou

Growing Up with Undocumented Parents: The Challenges Children Face

A recent report examines the host of risk factors that children of undocumented immigrants face.

Equity in STEM: Public-Private Partnerships Drive Opportunity for All Students

A new initiative in Baltimore City shows how local partnerships can help make equitable access to STEM a reality.