Julie Sugarman
Associate Director for K-12 Education Research
Julie Sugarman is Associate Director for K-12 Education Research at MPI’s National Center on Immigrant Integration Policy, where she focuses on multilingual learner education and helps stakeholders understand complex research and policy issues, improve program design, and evaluate program effectiveness.
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At MPI, Dr. Sugarman has published analyses on topics such as federal policy supporting immigrant-background and English Learner (EL) students, school funding, federal and state data systems, and assessment and accountability. Additionally, she has published numerous research reports on how state and federal policies impact the educational options of newcomers who arrive in U.S. schools in high school. She has been an active contributor to policy efforts in the field, including as a member of the Public Policy Professional Council of TESOL International Association and as an advisor to the executive board of the National Association of English Language Program Administrators. She has also provided expertise to the Office of English Language Acquisition at the U.S. Department of Education; the Council of Chief State School Officers; the National Academies of Sciences, Engineering, and Medicine; and numerous state and local education agencies and community-based organizations.
She came to MPI from the Center for Applied Linguistics, where she specialized in the evaluation of educational programs for language learners and in dual language/two-way immersion programs. At CAL, she directed comprehensive program evaluations of instruction for ELs in K-12, and contributed to numerous research and evaluation projects, including studies of biliteracy development in two-way immersion programs.
Dr. Sugarman earned a B.A. in anthropology and French from Bryn Mawr College, an M.A. in anthropology from the University of Virginia, and a Ph.D. in second language education and culture from the University of Maryland, College Park.
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This webinar, marking the launch of a report, looks at career and technical education programs and federal, state, and school district policies that support English Learners' inclusion in these programs.
This webinar examines how the pandemic upended school life, the challenges for high school English Learners (ELs), state- and district-level efforts that can help ELs recover academically and address mental health needs, and the results of new research on the postsecondary aspirations of immigrant-background Latina/o students following the pandemic.
The COVID-19 pandemic has affected nearly every aspect of education, and it is expected that English Learners (ELs) will suffer disproportionate impacts. In this webcast, panelists discuss how weaknesses in existing EL teacher education and professional development policies have played into schools’ uneven response to the pandemic. They also offer lessons for future reform.
Practioners from California and Tennessee join MPI researchers in a discussion on key challenges to meeting English Learners’ needs during the pandemic and the policies and practices school systems will need to put in place to support them and their families through the public-health and education crisis, as well as when schooling returns to normal.
This webchat marks the release of a report examining the role native language assessments play in addressing equity concerns for English Learner (EL) students.
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Recent Activity
The Task Force on New Americans launched by the Biden administration represents an important occasion to deepen understanding of immigrant integration issues and to identify ways to address them. MPI’s National Center on Immigrant Integration Policy, which has long argued for the need to create such an office within the White House, has developed recommendations for the task force in key areas, drawing from its extensive record of research, policy analysis, and technical assistance.
Trump and DeVos: What Could the New Administration Spell for English Learner and Immigrant Students?
Meeting the Education Needs of Rising Numbers of Newly Arrived Migrant Students in Europe and the United States