Faculty & Staff Directory

Margarita Calderon Portrait

Margarita Calderon, PhD

Professor Emerita, Senior Research Scientist

O: (202) 368-4621

Dr. Margarita Calderón, Professor Emerita, Johns Hopkins University serves on national preschool-12th literacy panels and advisory boards (National Research Council, ETS, WIDA, National Center for Learning Disabilities, National Literacy Panel for Language Minority Children and Youth). She is a consultant for the U.S. Department of Justice and Office of Civil Rights. Her research interest focuses on professional development, effective schools, and language and literacy development of English language learners.  She was principal investigator in a 5-year study in middle and high schools called ExC-ELL funded by the Carnegie Corporation of New York that developed a program to train secondary teachers on integrating academic language, reading comprehension, writing skills and content knowledge.  She was Co-PI with Robert Slavin on the 5-year randomized evaluation of English immersion, transitional, and two-way bilingual elementary programs funded by the Institute for Education Sciences/U.S. Dept. of Education. Other research has been funded by the U.S. Department of Education, U.S. Department of Labor, National Institutes of Health, and Texas Education Agency and several schools districts and State departments of education.

She has been a middle and high school teacher, has taught bilingual and educational leadership courses at the University of Texas, El Paso, San Diego State University, University of California, Santa Barbara.  She has over 100 publications, is an international speaker, is invited to do keynote speeches at major conferences, and conducts comprehensive professional development programs throughout the country.


Ph.D. in Multicultural Education with emphasis on Professional Development
M.A. in Applied Linguistics
B.A. in English and French; minor in Journalism


IES, NICHD, OERI, OELA, Department of Labor, Carnegie Corporation of New York, Texas Education Agency, New York City Schools, Charlotte Mecklenburg Board of Education, Windham Schools Board of Education, Brownsville School District, North Carolina Department of Public Instruction, and Ana G. Mendez University Systems.


Calderón, M. E. (Ed.) (2012). Breaking Through: Effective Instruction & Assessment for Reaching English Learners. An Anthology. Indianapolis, IN: Solution Tree.

Calderón, M. E. (2011). Teaching Reading and Comprehension to English Learners, K–5. Indianapolis, IN: Solution Tree.

Calderón M.E. & Minaya-Rowe, L. (2011). Preventing Long-Term English Language Learners: Transforming schools to meet core standards. Thousand Oaks, CA: Corwin Press.

Slavin, R. E., Madden, N. A., Calderon, M. E., Chamberlain, A., & Hennessy, M. (2011). Reading and language outcomes of a five-year randomized evaluation of transitional bilingual education. Educational Evaluation and Policy Analysis, 33 (1), 47-58.

Calderón, M.E., Slavin, R.E. & M. Sánchez. (2011). Effective instruction for English Language Learners. In M. Tienda & R. Haskins (Eds.). The future of immigrant Children (pp. 103-128). Washington, DC: Brookings Institute/Princeton University.

Calderón, M. (Co-author with the Committee on the Study of Teacher Preparation Programs in the United States). (2010). Preparing teachers: Building evidence for sound policy. Washington, DC: National Research Council.

Slavin, R. E., Madden, N., Calderón, M., Chamberlain, A. & M. Hennessy (2009). Fifth-Year Reading and Language Outcomes of a Randomized Evaluation Of Transitional Bilingual Education: Report to IES. Washington, DC: Institute for Education Sciences, U.S. Department of Education.

Calderón, M. E. (2009). Professional development for teachers of English language learners and striving readers. In L. Mandel-Morrow, R. Rueda & D. Lapp, (Eds.) Handbook of Literacy and Research on Literacy Instruction: Issues of Diversity, Policy and Equity. Gilford Press.

August, D., Beck, I. L., Calderón, M., Francis, D.J., Lesaux, N. K., & Shanahan, T. (2008). Instruction and professional development. In August, D. & T. Shanahan (Eds.), Developing reading and writing in second language learners. Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth.

Calderón, M. E., (2007). Teaching reading to English language learners, Grades 6-12: A framework for improving achievement in the content areas. Thousand Oaks, CA: Corwin Press.