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Ilana Umansky

Ilana Umansky's picture

Contact Info

Office Location: 
102Q Lokey Education Building
Assistant Professor
Wesleyan University, BA, 1998
Harvard University, MEd, 2003
Stanford University, MA, 2013
Stanford University, PhD, 2015
Research and Outreach Unit(s): 

Ilana Umansky's work focuses on quantitative and longitudinal analysis of the educational opportunities and outcomes of immigrant students, emerging bilingual students, and students classified in school as English learners (ELs). She studies EL course-taking and access to core academic content, the effects of the EL classification system, and how educational outcomes vary for students in different linguistic instructional environments. She is currently collaborating with school districts in San Francisco and Salem and the Oregon Department of Education as they work to improve educational opportunities for their ELL students. Prior to getting her Ph.D. at Stanford University in Sociology of Education and Race, Inequality and Language in Education, Umansky worked in educational equity and quality research in Nicaragua, Mexico, Colombia, El Salvador, and other countries in Latin America. Her work has been awarded by the National Academy of Education, the Spencer Foundation, the Jacobs Foundation, the Fulbright Foundation, and the American Educational Research Association's Bilingual Education Special Interest Group.



Umansky, I. (in press). According to plan?: Examining the intended and unintended treatment effects of EL classification in early elementary and the transition to middle school. Journal of Research on Educational Effectiveness.

Umansky, I., Hopkins, M., Dabach, D., Porter, L., Thompson, K., Pompa, D. (2018). Understanding and supporting the educational needs of recently-arrived immigrant English learner students: Lessons for state and local education agencies. Washington, DC: Council of Chief State School Officers.

Umansky, I., Thompson, K., Díaz, G. (2017). Using an ever-EL framework to examine special education disproportionality among English learner students. Exceptional Children, 84(1), 76-96.

Pallais, D., Umansky, I., (2017) Nicaraguan English learner students. In J. Egbert and G. Ernst-Slavit (Ed.s), Views from inside: Languages, cultures, and schooling for K-12 Educators. Charlotte, NC: Information Age Publishers.

Umansky, I., (2016). Leveled and exclusionary tracking: English learners’ access to core content in middle school. American Educational Research Journal, 53(6), 1792-1833.

Umansky, I., (2016). To be or not to be EL: An examination of the impact of classifying students as English learners. Educational Evaluation and Policy Analysis, 38(4), 714-737.

Umansky, I., Valentino, R., Reardon, S. (2016). The promise of two language education. Educational Leadership, 73(5), 10-17.

Robinson-Cimpian, J., Thompson, K., Umansky, I. (2016). Research and policy considerations for English learner equity. Policy Insights from Behavioral and Brain Sciences, 3(1), 129-137.

Umansky, I., Reardon, S., Hakuta, K., Thompson, K., Estrada, P., Hayes, K., Maldonado, H., Tandberg, S., Goldenberg, C. (2015). Improving the opportunities and outcomes of students learning English: Findings from three school district – university collaborative partnerships (Policy Brief No. 15-1). Palo Alto, CA: Policy Analysis for California Education.

Umansky, I., Reardon, S. (2014). Reclassification patterns among Latino English learner students in bilingual, dual immersion, and English immersion classrooms. American Educational Research Journal, 51(5), 879–912.



Research Interests: English Learner/Emerging Bilingual Students, Sociology of Education, Education Policy, Quasi-experimental and Longitudinal Data Analysis, Immigration, Educational Stratification, Educational Equity