Madeline Mavrogordato
Associate Professor
Madeline uses quantitative & qualitative methods to investigate how education policies shape outcomes for underserved student populations
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Madeline Mavrogordato is an associate professor of K-12 educational administration. She utilizes quantitative and qualitative methods to investigate how education policies shape outcomes for underserved student populations, particularly immigrants and English learners. In addition, she studies how to develop and support effective school leaders who are prepared to serve students from diverse backgrounds in today’s climate of high stakes accountability and evaluation. Her work is informed by her experience ... serving as a bilingual teacher in Texas and California. Mavrogordato’s work has appeared in a range of publications including Educational Evaluation and Policy Analysis, Educational Administration Quarterly, and Educational Policy. She currently serves as an associate editor for the American Educational Research Journal. Follow her @MaddyMavro.
Read MoreEducation
Vanderbilt University: Ph.D., Leadership and Policy Studies | 2012
Furman University: B.A., Political Science & Spanish | 2004
Selected Press
Don't Be Too Quick to Retain English-Language Learners
Education Weekly | 2019-02-28
Good news is often hard to come by in education research. So it's not surprising that recent media coverage trumpeting positive impacts of retention for English-language learners caught the eye of many policymakers and educators. Stories in Education Week and The Hechinger Report highlighted that if retained in 3rd grade, English-learners learned English in half the time and took more advanced classes in middle and high school.
English-Learners and Reclassification: Principals Play Pivotal Role, Study Finds
Education Weekly | 2019-02-06
The study, led by researchers from Michigan State University and Old Dominion University, examined how principals empower or impede equity through their leadership during decision making about English-learner reclassification—the process schools use to determine when, and if, English-learners are deemed proficient in the language and no longer need specialized instruction.
Teach for America’s Newest Initiative
Valley Town Crier | 2017-08-31
“She came here every other summer to visit me and other kids from that class,” Jessica said. “She bought me books and school supplies.” Then, during Jessica’s junior year in high school, her mother reached out to Maddy, now a professor at Michigan State University in the Department of Educational Administration, for help with the college application process. “She flew me to Michigan, and I fell in love with Michigan State,” Jessica said.
Facing pressure to cut special education, Texas schools shut out English Language Learners
Houston Chronicle | 2016-12-10
"Think of a student as a flower," said Madeline Mavrogordato, an education professor at Michigan State University. "If you only give them language services and not disability services, you're giving them only sun and not water. It's not enough." Mavrogordato and other experts also said English learners are just as likely as native speakers to have disabilities.
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