Julie Sugarman
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.
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.
- Media Inquiries
-
Michelle Mittelstadt
202 266 1910 [email protected]
Explore Content by Julie Sugarman
Showing 11-20 of 28 total results
Funding English Learner Education: Making the Most of Policy and Budget Levers
Equitable education for English Learners requires using federal, state, and local budget levers; federal Title III funds alone do not suffice to meet schools’ civil-rights obligations.
Educating English Learners during the COVID-19 Pandemic: Policy Ideas for States and School Districts
COVID-19 school closures deepened inequities for the 5 million English Learners, exposing gaps in technology access, teacher training, and equity funding.
Native Language Assessments for K-12 English Learners: Policy Considerations and State Practices
As of spring 2020, 31 states plus the District of Columbia offered native language assessments for K-12 English Learners. But uneven use and limited research leave policy gaps.
Expert Podcast: Understanding How English Learners Count in ESSA Reporting
Which English learners count in ESSA reporting—and why do those definitions matter for school accountability?
Which English Learners Count When? Understanding State EL Subgroup Definitions in ESSA Reporting
Variations in how states define the English Learner subgroup under ESSA make cross-state comparisons difficult and can obscure school performance for this group.
Legal Protections for K-12 English Learner and Immigrant-Background Students
Federal rules rooted in Plyler v. Doe and federal law protect the educational rights of English Learners and immigrant-background K-12 students across the United States, as this brief articulates.
The Unintended Consequences for English Learners of Using the Four-Year Graduation Rate for School Accountability
The four-year graduation rate for school accountability disadvantages English Learners, creating incentives to deny enrollment to older newcomers who need more time.
English Learners in Select States: Demographics, Outcomes, and State Accountability Policies
English Learner students in the 25 states with the largest such populations lag behind peers on tests and graduation rates.
A Matter of Design: English Learner Program Models in K-12 Education
English Learner (EL) program models in U.S. K-12 schools vary widely, and understanding their design features is essential for stakeholders working to close EL achievement gaps.
A Guide to Finding and Understanding English Learner Data
English Learner data are widely accessible, but users risk misinterpretation without understanding state variation in definitions, counting, and privacy constraints.
