Eugene E. García
ArizonaStateUniversity
Vice President for Education Partnerships
ASU Downtown Phoenix Campus
522 N. Central Avenue, Suite 243
Phoenix, AZ 85004-2165
602-496-1152
Education
1968-1972 PhD University of Kansas, Lawrence, KS
Human Development
1968-1970M.S. University of Kansas, Lawrence, KS
Child Development
1966-1968BA University of Utah, Salt Lake City, UT
Psychology
Post-Doctoral
1976-1977 Harvard University, Psycholinguistics
1979-1980 National Research Council
1983-1986Kellogg National Fellow
LanguagesSpanish (Native Speaker)
English
German
Areas of ProfessionalHuman Development and Education
SpecializationPsycholinguistics
Bilingualism
Professional Experience
1972-1976Assistant Professor-Associate Professor
Department of Psychology
University of Utah, Salt Lake City, UT
1976-1980Associate Professor- Professor
Department of Psychology
Chair, Department of Chicano Studies University of California, Santa Barbara, CA
1980-1987Professor of Education
Director, Center for Bilingual Education and Research
College of Education
ArizonaStateUniversity, Tempe, AZ
1987-1990Professor of Education and Psychology
Chair, Education Department
University of California, Santa Cruz, CA
1990-1993Professor of Education and Psychology
Dean, Division of Social Sciences
Co-Director, National Center for Research on Cultural Diversity and Second Language Learning (A U.S. Department of Education center)University of California, Santa Cruz, CA
1993-1995Senior Officer and Director, Office of Bilingual Education and Minority Languages Affairs
US Department of Education, Washington, DC
1995-01Professor of Education and Dean
GraduateSchool of Education
University of California, Berkeley, CA
2001-02Professor of Education
University of California, Berkeley, CA
2002-2003Professor of Education and Dean
College of Education
ArizonaStateUniversity, Tempe, AZ
2003-2006 Professor of Education and Vice President for University-School Partnerships and Dean,College of Education, Arizona State University, Tempe, AZ
2006-present Professor of Education and Vice President, Office of the VP forEducation Partnerships, ArizonaStateUniversity, Phoenix, AZ
Administrative Experience
1980-87Director of the Center for Bilingual Education and Research, ArizonaStateUniversity. Organized and administered faculty research projects and extramural funding totaling $1-2 million annually. Served as editor of a national research journal housed at the Center.
1990-93 Chair, Department of Education, UC, Santa Cruz. Responsible for
an academic department of 30 faculty and staff including
certification programs for educational professionals.
1990-93Director, NationalResearchCenter for Research on Cultural Diversity and Second Language Learning—A US Department of Education national research center. Administered a $6.5 million research program, including four other university partner institutions and 17 researchers and their staffs within these institutions. Required expertise in federal research administration and inter-university collaboration.
1990-94 Dean, Division of Social Sciences, UC, Santa Cruz. Responsible
for undergraduate, masters and doctoral programs in the sciences, social sciences and humanities—nine separate academic departments in the Division with various research centers—130 faulty FTE and a yearly state budget of over $10 million and extramural budget of $7 million. Close to one-half of the 10,000 university students majored in programs in this Division. I initiated several new undergraduate majors and new doctoral programs during my tenure and organized a new Development Office, geared at fundraising form the private and corporate sector.
1993-95Director and Senior Officer, US Department of Education. Appointed by President Clinton to serve in this capacity. Directed
an education program unit (OBEMLA) overseeing some $250 million in grants to K-12 and institutions of higher education. As a member of Secretary Richard Riley’s cabinet, I assisted directly in the re-authorization of federal legislation known as the Elementary and Secondary Education Act, and assisted in the re-authorization of other federal legislation including the Higher Education Act.
1995-01 Dean, GraduateSchool of Education, UC, Berkeley.
Administered one of five professional schools on the campus—the largest in student enrollments—with 37 faculty FTE, a yearly operating budget of $5 million and a research and extramural program budget of $12 million, annually. I led the re-organization of the School’s administrative structure in response to an external
review recommendation. I have initiated an active Development Office, procuring some $12 million in gifts, annually, from the private and corporate sector to support students and faculty, including one new faculty chair and $4 million in student fellowships. The School ranked nationally in top five.
1999-00Special Advisor to the Chancellor, University/Education Partnerships, UC, Berkeley.
In this role I provided oversight for the development of a K-12 partnerships proposal that would reach university wide and assist the university in developing the relationships with the schooling sector in the Bay Area. The goal was to generate specific ways in which students, teachers, principals, superintendents and local students/parents could access university resources. The plan was submitted to the Chancellor and the Academic Senate.
2002-03 Dean, College of Education, ASU, Tempe. Responsible
Responsible for undergraduate, masters and doctoral programs in the teacher education and related fields of educational leadership, educational psychology, curriculum and instruction, educational technology and counseling in three separate academic departments with various research centers—150 faculty FTE and a yearly state budget of over $12 million and extramural budget of $14 million. The college graduated some 800 teachers yearly along with 200-300 Master level students and some 40-60 doctoral students. I recruited 23 new faculty members, both junior and senior, that created a highly diverse set of colleagues for the College and University. I organized a new Development Office, geared at fundraising from the private and corporate sector and assisted in developing resources for undergraduate and graduate scholarships, two endowed chairs and a $50 million endowment for the College. It is now named the MaryLouFultonCollege of education in honor of this gift. The endowment supports scholarships for teachers that will serve in poor and minority schools and support faculty and graduate research in educational innovation.
2003-06Vice President of University-School Partnerships andDean, Mary LouFultonCollege of Education, ASU.
Continuing responsibility for all undergraduate, masters and doctoral programs in the College and assumed responsibilities for the development of ASU partnerships with pre-K/12 education entities throughout the state of Arizona. The main goal was to bring the resources of ASU to assist in achieving three goals: 1. Increase academic achievement in districts/schools and charter schools that were underachieving; 2. Enhance the high school completion rate for Arizona students in targeted schools with high numbers of high school drop outs; 3. Increase significantly the university attendance rates of students graduating from high school that were sending few students on to a university experience. Since the inception of this new Office, we have demonstrated progress in achieving these goals with over 25 schools working in partnerships with a wide variety of ASU academic departments, programs and support units. We raised over $20 million dollars in private, corporate and public resources to support these efforts.
2006-presentVice President Office for Education Partnerships, ASU. At the request of the President, I assumed full responsibility of all education partnership efforts at all four campuses of ASU. With the same goals as previously articulated, I devote full time to organizing partnerships effort university wide. My energies focus on solidifying existing efforts and expanding efforts to engage faculty from across the academic disciplines as well as staff from various support units to engage in mutually beneficial education partnerships with pre-k/12 colleagues. In addition I have turned more aggressively to private (e.g., corporation and foundation) and other public sector (e.g., Arizona Department of Education, United Way and the Office of the Governor) colleagues. Key initiatives were begun in teacher development, private sector investments in education technology and education leadership, and, the development of four charter schools, one at each of the sites of ASU’s four campuses. These public/private/charter schools are meant to seed and evaluate education innovation that can be moved to scale in other sets of public schools in need of increasing academic achievement, high school graduation and college going.
Awards
2006 American Education Research Association, Distinguished Mentor
Award, Division G
2005Outstanding Support of Hispanic Issues in Higher Education Award, The Hispanic Caucus, AAHE
2002 100 Most Influential Hispanics
1991 American Education Research Association Senior Research Award 1986 LULAC U.S. Hispanic Educator of the Year
1983-86 Kellogg National Fellow
1980-81 National Research Council Fellow
1976-77 Post Doctoral Fellowships, HarvardUniversity
1976 Junior Chamber of Commerce, Young-Man-of-the-Year Award
1971 Ford Foundation Fellow
1967-71 NDEA Title IV Fellowship
1968 Phi Beta Kappa, University of Utah, Salt Lake City, UT
1968 Summa Cum Laude, University of Utah, Salt Lake City, UT
1967-68 National Science Foundation Undergraduate Fellow
Grants
2004-08 Foundation for Child Development, National Task Force on Early Education for Hispanics, $600,000.
2004-07Foundation for Child Development
National Task Force in Early Education of Hispanics, $550,000
2004-07 Spencer Foundation. Immigrant Parents and Early Education,
$109,000.
2000-05 NSF, Science and Literacy Instruction for Linguistically and
Culturally Diverse Elementary Students, $983,000.
2002-04 Irvine Foundation, Exploring Minority Student Under-Achievement in Highly Selective Colleges and Universities, $800,000.
2002-03 Packard Foundation, Minority Under-Achievement in Math and Sciences, $145,000
1999-00 US Department of Education. A Statewide Analysis of the
Implementation of Proposition 227, $78,000.
1999-00 Spencer Foundation. Analysis of Proposition 227: A Localized
Analysis, $39,000.
1997-01 San FranciscoSchool District, LanguageAcademy, Developing
Responsive Bilingual/Biliterate Learning Communities, $286,000
1996-99 Office of Educational Research and Improvement, US Dept. of Education, School Reform for High Performance Learning
Communities, $250,000
1991-93 NationalCenter for Research on Cultural Diversity and Second
Language Learning, (with B. McLaughlin); $6.5 million
1991-93 Kellogg Foundation Leadership Development for Emerging Majority Students; $100,000
1989-91California State Department of Education, "Evaluation of LEP Education in California: Effective Instruction" (with B. McLaughlin); $80,000
1989 Organization for Education, Co-Operation and Development (Paris, France), "Case Studies of Strategies to Improve Educational Results for Ethnic Language Minority Students in Two California Schools" (with L. Pease-Alvarez); $10,000
1988-91 UC Language Minority Research Project, "Linguistic, Psychological and Contextual Factors in Language Shift" (with K. Hakuta, B. McLaughlin, R. Henderson, G. Matute-Bianchi, A. Hurtado); $150,000
1988-90 California Policy Seminar, "Effective Schooling for Hispanics" (with K. Hakuta, B. McLaughlin, G. Matute-Bianchi, R. Henderson, A. Hurtado); $78,000
1988-89 UC Presidential Grants for School Improvement, "Collaboration for School Improvement: The Middle School Project" (with K. Hakuta, B. McLaughlin, G. Matute-Bianchi, R. Henderson, A. Hurtado, E. Landesman); $55,000
1986-89 US Office of Education, "ESL Professional Preparation"; $312,000
1986-89 US Office of Education, "MountainState Multifunctional Support
Center" (with J. Red Horse); $1,500,000
1985-87 Ford Foundation and the Social Science Research Council, "Effective Schooling for LEP Students" (with A. Prieto, B. Flores, R. Carrasco); $96,000
1983-86 US Office of Education, "Cognitive Assessment of Computer Assisted Bilingual Instruction" (with TempeElementary School District); $200,000
1982-84 National Science Foundation, "Cognition and Communicative
Competence" (with R. Rueda, A. Prieto); $65,000
1981-87 US Office of Education, "Bilingual Preschool Intervention
Demonstration" (with PhoenixElementary School District); $700,000
1981-82 National Institutes of Education, "Bilingual Development--A Five
Year Follow-up;" $15,000
1979-80 National Institutes of Education, "Analysis of Linguistic and Social
Interaction;" $78,000
1973-77 HEW, Office of Child Development, "Bilingual Research Program"; $150,000
Publications
Books/Monographs
(2005)
García, E., (2005) Teaching and Learning in Two Languages: Bilingualism and Schooling
in the United States. New York, NY: Teacher’s College Press.
(2002)
García, E. (2002) Bilingualism and Schooling in the United States. International Journal
of the Sociology of Language, 134, 1, 1-123. (Monograph)
(2001)
García, E. (2001). Hispanics Education in the United States: Raíces y Alas.
Boulder, CO: Rowman and Littlefield Publishers, Inc.
García, E. (2001) Understanding and Meeting the Challenge of Student Diversity(Third Edition). Boston, MA: Houghton Mifflin Company.
(2000)
Gandara, P., Maxwell-Jolley, J., García, E., Stritikus, T. and Curry, J. (2000)
The initial impact of Proposition 227 on the Instruction of English learners.
Davis, CA: UC Linguistic Minority Research Institute, EducationPolicyCenter.
(Monograph).
(1999)
García, E. (1999) Understanding and Meeting the Challenge of Student Diversity (Second Edition). Boston, MA: Houghton Mifflin Company.
(1997)
García, E. (1997) Ya Basta: Report of the University of California Task Force on Latino Student Eligibility. Berkeley, CA: Chicano/Latino Policy Project and the University of California.
(1996)
Hurtado, A., Figueroa, R. and García, E. (1996) Strategic interventions in education: Expanding the Latina/Latino pipeline. Santa Cruz, CA: University of California.
(1995)
García, E. and McLaughlin, B. (1995) Meeting the Challenge of Linguistic and
Cultural Diversity in Early Childhood. New York, NY: Teachers College Press (Edited Volume).
(1994)
Hurtado, A. and García, E. (1994) The Educational Achievement of Latinos: Barriers and Successes. Santa Cruz, CA: University of California Latino Eligibility Study (Edited Volume).
García, E. (1994) Understanding and Meeting the Challenge of Student Diversity.
Boston, MA: Houghton Mifflin Company.
(1990)
Barona, A. and García, E. (1990) Children at Risk. Washington, D.C.: National
Association of School Psychologists (Edited Volume).
(1988)
August, D., and García, E. (1988) Education of LanguageMinority Students
Research, Policy and Practice. Chicago, IL: Thomas Publishing Co.
(1986)
García, E. and Flores, B. (1986) Language and Literacy Research in Bilingual
Education. ArizonaStateUniversity, (Edited Volume).
(1985)
García, E. and Padilla, R. (1985) Advances in Bilingual Education Research.
Tucson, AZ: University of Arizona Press (Edited Volume).
(1983)
García, E. (1983) The Mexican American Child: Language, Cognition and Social Development. Tempe, AZ: ArizonaStateUniversity (Edited Volume).
García, E. (1983) Early Childhood Bilingualism. Albuquerque, New Mexico:
University of New Mexico Press.
Leadership in Task Force Reports
(2008)
García, E. & Miller, L. Scott. Report, August 2008. A Reading-Focused Early Childhood Education Research and Strategy Development Agenda for African Americans and Hispanics at All Social Class Levels Who Are English Speakers or English
Language Learners. Published by A.L. Mailman Family Foundation, NYC.
García, E. & Miller, L. Scott. Abstract: Findings and Recommendations of the National Task Force on Early Childhood Education for Hispanics. In Journal of Society for Research in Child Development, Volume 2, Pp. 53-58 (2008).
(2007)
García, E. Chair: Report of the National Task Force on Early Education for Hispanics. March, 2007.
(1997)
García, E. Chair: Report of the University of California Latino Eligibility Task Force. August, 1997.
Editorial Responsibilities
García, E. Co-editor (with S. Miller): Journal of Latinos and Education, Volume 6, #3, 2007.
García, E. Co-editor (with C. Turner); Journal of Hispanic Higher Education, Volume 4, #3, 2005
Garcia, E. Editor: NABE Journal, all volumes, 1983-1986.
[I served on the editorial boards of 11 separate refereed journals in areas of education, teacher development, developmental psychology, psychology, bilingual education, educational/school psychology and educational policy—presently serving on four editorial boards. I served as a reviewer for over 20 journals that I did not serve on the editorial board.]
Articles/Chapters
(2009)
García, E. and Wiese, Ann-Marie (2009) In Lesley Mandel Morrow, Robert Rueda and Diane Lapp (Eds.) Policy Related to Issues of Diversity and Literacy: Implications for English Learners. In Handbook of Research on Literacy and Diversity. The Guilford Press, New York. Pp. 32-54.
García, E. (2009) In Eva Essa and Melissa Burnham, (Eds.) The Education of Hispanics in Early Childhood: Of Roots and Wings, Informing Our Practice: Useful Research in Young Children’s Development. National Association for the Education of Young Children, Washington, DC. Pp. 227-240.
García, E. and Jensen, B. (2009) The Demographic Imperative: Educating English Language Learners. In Educational Leadership, 66, #7, pp. 9-13.
García, E. and Jensen, B. (2009) Early Educational Opportunities for Children of Hispanic Origins. In SocialPolicy Report, Volume XXIII, #11.
Ku, Yu-Min, Yoo, Monica S., & García, E. Developing Expository Writing Skills in Science
Through the Integration of Inquiry-Based Science and Literacy Instruction: Talking Science, Writing Science. In K.R. Bruna and K. Gomez (Eds.) The Work of Language in Multicultural Classrooms. Routledge, New York. Pp. 49-68.
(2008)
García, E. (2008) Essay: Improving America’s Schools Act of 1994. In Josué M. González (Ed.) Encyclopedia of Bilingual Education. Sage Publication. Pp. 377- 386.
García, E.& Lee, Okhee. (2008)Essay: Creating Culturally Responsive Learning Communities. In A. Rosebery and B. Warren (Eds.) Teaching Science to English Language Learners: Building on Students’ Strengths. National Science Teachers Association Press. Pp. 151-162.
García, E. (2008) Technology Opening Opportunities for ELL Students: Attending to the Linguistic Character of these Students. In Leann L. Parker (Ed.), Technology-Mediated Learning Environments for Young English Learners. Mahwah, NJ: Lawrence Erlbaum Associates. Pp. 261-278.
García, E. (2008) Bilingual Education in the United States. In Altarriba and Heredia (Eds.), An Introduction to Bilingualism: Principles and Practices. Mahwah, NJ: Lawrence Erlbaum Associates. Pp. 321-343.
(2007)
García, E., & Baquedano-Lopez, P. (2007, February) Science Instruction for All. The Journal of Communication and Education: Language Magazine. Pp. 24-31. Los Angeles, CA: Language.
García, E. & Jensen, T. B. (2007) Helping Young Hispanic Learners. Educational Leadership. Vol. 64, No. 6, 34-39.
García, E. (2007) Immigrant Children in U.S. schools. Educating Newcomers. No. 15, 5-12.
(2006)
García, E., & Jensen, T. B. (2006-07) Advancing School Readiness for Young Hispanic Children Through Universal Prekindergarten. Harvard Journal of Hispanic Education. Vol. 19, 25-38.
García, E. & Jensen, B. (2006) Dual Language Programs in U.S. Schools. In Language Magazine, Pp. 30-36.
García, E., Jensen, B. & Cuéllar, D. (2006) Early academic achievement of Hispanics in the United States: Implications for teacher preparation. The New Educator, 2:1-25.
García, E. (2006) What is the Role of Culture in Language Learning? In E. Hamayan & R. Freeman (Eds.), English Language Learners at School: A Guide for Administrators. Philadelphia, Caslon Publishing.
García, E. (2006) Proposition 227 in California: Issues for the Preparation of Quality Teachers for Linguistically and Culturally Diverse Students. In K Tellez & H. C. Waxman (Eds.), Preparing Quality Educators for English Language Learners: Research, Policies and Practices. Mahwah, NJ: Lawrence Erlbaum Associates.
García, E., & Cuéllar, D. (2006) Who Are These Linguistically and Culturally Diverse Students?Teachers College Record, Vol 108, No. 11, 2220-2246.
García, E., & Gonzalez, M. D. (2006) Pre-K and Latinos: The Foundation for America’s Future. Washington, DC: Pre-K Now.
(2005)
García, E. (2005) Access and Participation of Latinos in the University of California: A Current Macro and Micro Perspective. SocialJustice, Vol. 51,
No. 6, pp. 47-59.
García, E. (2005) Language Culture and Schooling in the United States. In Language in
Multicultural Education, Pp. 183-204.
Stritikus, T. T. & García, E. (2005) Revisiting the Bilingual Debate from the Perspectives of Parents: Policy, Practice, and Matches or Mismatches. Educational Policy, Vol. 19, No. 5, 729-744.
(2004)
García, E. (2004) Education Mexican American Students, Past Treatment and Recent
Developments in Theory, Research, Policy, and Practice. In James A. Banks and Cherry A. McGee Banks Handbook of Research on Multicultural Education.San Francisco, CA: Jossey-Bass, 491-514.
Garcia, E., Bravo, M. A., Dickey, L. M., Chun, K and Sun-Iminger, X. (2004) Rethinking school reform in the context of cultural and linguistic diversity: Creating a responsive learning community-A case study. In L. Minaya-Rowe (Ed.), Research in Bilingual Education. WashingtonDC: National Association of Bilingual Education.
Gandara, P., Moran, R., & García, E. (2004) Legacy of Brown: Lau and Language Policy in the United States. Review of Research, Vol 28, 27-46.
(2003)
García, E., Hurtado, Aída, Vega, Luis A. and Gonzalez, R. (2003) Beyond Stigma: Social Identities and the Educational Achievement of Chicanos. In David J. León (Ed.), Diversity in Higher Education Latinos in Higher Education, Vol. 3, 73-84.
García, E. (2003) K-12 Public Education: Bedrock or Barrier? In David López and
Andrés Jiménez (Eds.), Latinos and Public Policy in California: An Agenda for Opportunity.California: Regents of the University of California, 65-86.
(2002)
García, E. (2002) Addressing Linguistic and Cultural Diversity in Early Childhood: From Equity to Excellence, From “Raîces” to “Alas.” In Olivia N. Saracho and