Dr. Diane August


Managing Researcher/Director, American Institutes for Research (AIR)

Dr. Diane August is a Managing Researcher at the American Institutes for Research (AIR) and brings 40 years of experience in the many aspects of educating language-minority children. At AIR, her area of expertise is policy, research, and technical assistance related to the education of preschool and school-age second-language learners. Prior to her position at AIR, Dr. August was a Senior Research Scientist at the Center for Applied Linguistics (CAL) where she directed federally-funded studies related to the development of literacy and science in English-language learners. Prior to CAL, she has served as a Senior Program Officer at the National Academy of Sciences where she was study director for the Committee on Developing a Research Agenda on the Education of Limited English Proficient and Bilingual Students. Dr. August has also worked as a teacher, school administrator, legislative assistant, Grants Officer for the Carnegie Corporation, and Director of Education for the Children's Defense Fund. She received her Ph.D. in education and completed a postdoctoral fellowship in psychology at Stanford University. She has been published widely in journals and books.


  • Washington, D.C. (Professional)
  • California (Professional; former elementary and middle school teacher)
  • Stanford University (M.A.; Ph.D.)
  • Wheaton College (B.A.)


  • English Language Learners
  • Language, Literacy, and Science Development
  • District and School Improvement
  • Federal and State Education Policy
  • Dual Language Education Programs: Current State Policies and Practices


  • Texas Wonders


  • Hopkins, M., Thompson, K., Linquanti, R., Hakuta, K., & August, D. (2013). Fully Accounting for English Learner Performance: A Key Issue in ESEA Reauthorization. Educational Researcher, 42(2), 101–108.
  • August, D., Boyle, A., & Estrada, J. (2012). Supporting English Language Learners: A Pocket Guide for State and District Leaders. Washington, DC: American Institutes for Research.
  • Graves, M., August, D., & Mancilla Martinez, J. (2012). Teaching Vocabulary to English-Language Learners. New York: Teachers College Press.
  • August, D. (2011). Developing Oral Proficiency in Second-Language Learners in the Context of Literacy Instruction. In P. McCardle, B. Miller, J. R. Lee, & O. Tzeng (Eds.), Dyslexia across languages: Orthography and the Brain-gene-behavior Link. Baltimore: Brookes.
  • August, D., Goldenberg, C., Saunders, W., & Dressler, C. (2010). Recent Research on English Language and Literacy Instruction: What We Have Learned to Guide Practice for English Language Learners in the 21st Century. In M. Schatz & L. Wilkinson (Eds.), The Education of English Language Learners: Research to Practice (pp. 272–297). New York: Guilford Press.
  • August, D., & Gray, J. (2010). Developing Comprehension in English Language Learners: Research and Promising Practices. In K. Ganske & D. Fisher (Eds.), Comprehension Across the Curriculum: Perspectives and Practices K–12 (pp. 225–245). New York: Guilford Press.

A key goal of the lessons is to provide ELLs with scaffolded opportunities to work independently or collaboratively with their peers. Engaging in productive peer or independent work is crucial for ELLs academic language development.

Dr. Diane August