Julie Sugarman
Senior Policy Analyst
Julie Sugarman is Senior Policy Analyst for PreK-12 Education at the Migration Policy Institute’s National Center on Immigrant Integration Policy, where she focuses on issues related to immigrant and English Learner (EL) students. Among her areas of focus: policies, funding mechanisms, and district- and school-level practices that support high-quality instructional services for these youth, as well as the particular needs of immigrant and refugee students who first enter U.S. schools at the middle and high school levels.
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Dr. Sugarman 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 and the evaluation of the STARTALK program which funds teacher training programs and language instruction for students in grades K-16 in critical languages. She also provided evaluation expertise to the Cultural Orientation Resource Center at CAL, where she developed a toolkit to help practitioners assess the effectiveness of cultural and community orientation programs for refugees settled in the United States and collected data on overseas and domestic cultural orientation practices, successes, and challenges through practitioner surveys and learner assessments.
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 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.
This podcast features a discussion between MPI's Margie McHugh and Julie Sugarman about how to understand the varying composition of states' English Learner (EL) subgroup under ESSA, and why understanding these technical differences matters when making decisions about how ELs and schools are faring.
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