Ilana Umansky's work focuses on quantitative and longitudinal analysis of the educational opportunities and outcomes of immigrant students, emerging bilingual students, and students classified in school as English learners (ELs). She studies EL policy including course-taking and access to core academic content, the effects of the EL classification system, and how educational outcomes vary for students in different linguistic instructional environments. She collaborates with school districts such as San Francisco, CA and Salem, OR and with state and national education organizations including the Oregon Department of Education, the Utah State Board of Education, and the Council of Chief State School Officers as they work to improve educational opportunities for their EL-classified students. Prior to getting her Ph.D. at Stanford University in Sociology of Education and Race, Inequality and Language in Education, Umansky worked in educational equity and quality research in Nicaragua, Mexico, Colombia, El Salvador, and other countries in Latin America. Her work has been awarded by the National Academy of Education, the Spencer Foundation, the Jacobs Foundation, the Fulbright Foundation, and the American Educational Research Association's Bilingual Education Special Interest Group.