Delia Pompa
Delia Pompa is Senior Fellow for Education Policy at MPI’s National Center on Immigrant Integration Policy where her work focuses on research and policy analysis related to improving educational services for immigrant students and English Learners (ELs).
Ms. Pompa came to MPI from the National Council of La Raza (NCLR), where she was Senior Vice President for Programs, overseeing its education, health, housing, workforce development, and immigrant integration work, and where she previously served as Vice President of Education. She has had a key role in shaping federal education policy through her positions as Director of the Office of Bilingual Education and Minority Languages Affairs in the U.S. Department of Education, and as Executive Director of the National Association for Bilingual Education.
Ms. Pompa came to Washington, DC to serve as Director of Education for the Children’s Defense Fund after serving as Assistant Commissioner for Program Development at the Texas Education Agency. Her previous experience as Executive Director for Bilingual and Migrant Education in the Houston Independent School District and as a bilingual classroom teacher and instructor to prospective teachers at the graduate level has anchored her work.
Her influence has been felt widely throughout the field of education policy; she has served as an advisor or board member for many key institutions including the Chapter I Commission and the Stanford Working Group, the Civil Rights and Business Coalition on the Reauthorization of the Elementary and Secondary Education Act, the American Youth Policy Forum, EdReports, the National PTA, International Baccalaureate, and the Joan Ganz Cooney Center.
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Michelle Mittelstadt
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Explore Content by Delia Pompa
Showing 1-10 of 11 total results
The ESSA Waiver Landscape and Implications for K-12 English Learners
Focused on the federal government's invitation to states to seek waivers of their obligations under the Every Student Succeeds Act, this discussion explored what waivers mean for English Learners.
Refining State Accountability Systems for English Learner Success
State accountability systems misread English Learner academic progress by omitting language proficiency. This study proposes fixes and program quality indicators.
Recommendations for the Task Force on New Americans
The Task Force on New Americans should consider upgrading adult education and embedding equity in federal programs to better support immigrant integration.
A Parent’s Guide to English Learner Assessments
English Learner students take two required annual exams, an English proficiency test and academic assessments. Pandemic disruptions complicated results in 2020–21.
Una guía para padres sobre las evaluaciones de estudiantes de inglés
Guía en español para padres de estudiantes de inglés: explica los exámenes ELP y académicos requeridos, su propósito y los cambios en las pruebas durante la pandemia.
Ending the Invisibility of Dual Language Learners in Early Childhood Systems: A Framework for DLL Identification
MPI proposes a four-step framework to identify 7.4 million Dual Language Learners (DLLs) in early childhood systems, requiring aligned data and well-trained educators.
The Patchy Landscape of State English Learner Policies under ESSA
MPI's analysis of all 52 state ESSA plans in 2020 finds a fractured, uneven landscape of English Learner policies that leaves critical accountability gaps unaddressed.
New Opportunities? ESSA and Its Implications for Dual Language Learners and ECEC Workforce Development
New federal funds under the Every Student Succeeds Act can support Dual Language Learners, but immigrant early childhood workers still face wage gaps and barriers to training.
Analyzing State ESSA Plans for English Learner Accountability: A Framework for Community Stakeholders
The federal Every Student Succeeds Act's English Learner provisions give community stakeholders tools to evaluate state plans and hold schools accountable for student progress.
