Umansky, I., Vazquez Cano, M., Porter, L. (2023). Perpetuation of linguistic imposition or resource for self-determination: Examining the estimated impact of English learner classification among Alaska Native students. Educational Evaluation and Policy Analysis. https://doi.org/10.3102/01623737221144320.
Umansky, I., Itoh, T., Carjuzaa, J. (2023). Indigenous students and English learner identification: A fifty state policy review. Educational Policy, https://doi.org/10.1177/08959048221134697.
Umansky, I., Thompson, K., Soland, J., Kibler, A. (2022). Understanding newcomer students’ English language proficiency development: Comparisons and predictors.
Bilingual Research Journal, 45(2), 180-204.
https://doi.org/10.1080/15235882.2022.2111618
Umansky, I., Avelar, J. (2022). Canaried in the coalmine: What students considered long-term English learners can teach us about the pitfalls of current English learner education…and what we can do about it.
Journal of Education for Students Placed at Risk, 1-26.
DOI: 10.1080/10824669.2022.2123326
Thompson, K., Umansky, I., Rew, J. (2022). Improving understanding of English learner education through an expanded analytic framework. Educational Policy. DOI: 10.1177/08959048221087214
Hopkins, M., Weddle, H., Bjocklund, P., Umansky, I., Dabach, D. (2021). “It’s created by a community”: Local context mediating districts’ approaches to serving immigrant newcomers. AERA Open. DOI: 10.1177/23328584211032234.
Umansky, I., Porter, L., Pierson, A., Moreno, E. (2021). Alaska Native students as English learners: Examining patterns in identification, service provision, and reclassification (REL 2021-088). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education.
Vazquez Cano, M., Umansky, I., Thompson, K. (2021). How state, district, and school levers can improve the course access of students classified as English learners in secondary schools. National Research and Development Center to Improve Education for Secondary English Learners. https://www.elrdcenter.wested.org/improve-course-access-of-els.
Umansky, I., Dumont, H. (2021). English learner labeling: How English learner classification in kindergarten shapes teacher perceptions of student skills and the moderating role of bilingual instructional settings. American Educational Research Journal, 58(5), 993-1031.
Umansky, I., Poza, L., Flores Gutierrez, M. (2021). “A sentencing”: Veteran educators’ perceptions of a constriction of English learner students’ opportunities across grade levels. International Multilingual Research Journal, 15(3), 267-291.
Umansky, I., Callahan, R., Lee, J. (2020). Making the invisible visible: Identifying and interrogating the Latinx-Chinese English learner reclassification gap. American Journal of Education, 126(3): 335-388.
Umansky, I., Hopkins, M., Dabach, D. (2020). Between a rock and a hard place: Navigating integrated and separated programming for immigrant newcomers. Leadership and Policy in Schools, 19(1): 36-59.
Thompson, K., Umansky, I., Porter, L. (2020). Recently-arrived immigrant students: Examining distribution and contexts of reception. Leadership and Policy in Schools, 19(1): 10-35.
Umansky, I., Porter, L. (2020). A framework for state English learner education policy: A conceptualization of policy areas and review of the literature. Education Policy Analysis Archives, 28(17). https://doi.org/10.14507/epaa.28.4594
Santibañez, L., Umansky, I. (2018). English learners: Charting their experiences and mapping their futures in California Schools. Policy brief for Getting Down to Facts II project. Palo Alto, CA: Stanford University.
Umansky, I. (2018). 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, 11(4), 588-621.
Umansky, I. (2018). State policies to advance English learners’ experiences and outcomes in California’s schools. Technical report for Getting Down to Facts II project. Palo Alto, CA: Stanford University.
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.
Umansky, I., Vegas, E. (2007). Inside decentralization: How three Central American school-based management reforms affect student learning through teacher incentives. World Bank Research Observer 22(2): 197-215.
