E.g., 04/22/2024
E.g., 04/22/2024
Lorena Mancilla
Experts & Staff
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Lorena Mancilla

Associate Director for K-12 Partnerships and Policy

202 266-1939

  | @LaDraMancilla

Lorena Mancilla is Associate Director for K-12 Partnerships and Policy at MPI’s National Center on Immigrant Integration Policy, where she oversees a range of program activities that assist stakeholders at state and local levels in understanding and addressing policy challenges and opportunities affecting English Learners (ELs) and immigrant-background students.

Media Requests
Michelle Mittelstadt
+1 202-266-1910
[email protected]

Dr. Mancilla came to MPI with extensive experience serving ELs and immigrant-background students across early childhood and K-12 systems. She worked at WIDA at the Wisconsin Center for Education Research at the University of Wisconsin-Madison. During her tenure at WIDA, she served in a variety of roles, including Director of WIDA Early Years, and led the design and development of professional learning resources for EL educators across the United States. At WIDA, she also served as Principal Investigator and Co-Principal Investigator of research focused on multilingual families and family engagement. More recently, she worked at Hope Chicago, a Chicago-based nonprofit where she served as Parent Program Director and contributed to the development of a two-generation scholarship program for Chicago students and families.

Dr. Mancilla holds a BS in human computer interaction and a MS in education from DePaul University. She earned her PhD in curriculum and instruction at the University of Wisconsin-Madison with a concentration in multicultural education. Her research focuses on the intersection of family engagement and language education.

Bio Page Tabs

Cover image for Refining State Accountability Systems for English Learner Success
Reports
January 2024
By  Megan Hopkins, Pete Goldschmidt, Julie Sugarman, Delia Pompa and Lorena Mancilla
Cover imgage for ESSER brief
Policy Briefs
July 2023
By  Jazmin Flores Peña, Julie Sugarman and Lorena Mancilla

Recent Activity

Reports
January 2024

State accountability systems are designed to identify and close student achievement gaps. Yet most do not report and interpret English Learner (EL) outcomes in a way that paints a full picture of how different instructional services have contributed to academic development. This report sketches a vision for reimagined accountability systems that can support better understanding of ELs’ learning and inform school improvement strategies.

Policy Briefs
July 2023

The pandemic and move to remote learning affected students across the United States, and certain groups—including the nation’s 5 million English Learners (ELs)—were hit particularly hard. At the same time, the federal government made unprecedented investments in public K-12 education to counter the pandemic’s adverse impacts. This issue brief explores the ways school districts have invested these funds to support ELs.