Molly Faulkner-Bond is a national leader in policies, programs and research for multilingual learners. Her work is driven by a commitment to elevating the strengths of multilingual learners and advocating for their right to quality educational experiences. Faulkner-Bond regularly collaborates with states, researchers and policymakers to provide advising and technical assistance for multilingual learner policies and programs, particularly related to assessment and accountability. She also supports educators and policymakers in analyzing, interpreting and acting on data and research results.
Before joining the Center, Faulkner-Bond spent seven years at WestEd, where she led multiple federally funded research projects focused on English learners. Recent projects included providing technical assistance, research support and thought partnership to the state education agencies in California, New Jersey and Massachusetts on English learner programs, assessment, and accountability, and leading several federal grants and contracts focused on English learner programs and policies. She also serves on the assessment technical advisory committees for California, Maryland, Rhode Island, Utah and Virginia.
Before her time at WestEd, Faulkner-Bond spent three years as a grant program officer at the Institute of Education Sciences, where she provided technical assistance and monitoring to applicants and recipients of multiyear research grants focused on improving educational opportunities and outcomes for English learners. She co-authored a book on federal policies affecting English learners; co-edited a book on educational measurement and assessment; and co-authored articles, guides, briefs, infographics, and federal reports designed to increase awareness and understanding of data, research results, and best practices for multilingual learners’ education and success. She earned a PhD in research, educational measurement, and psychometrics from the University of Massachusetts - Amherst.
Faulkner-Bond, M. (2026). Reframing common myths about students who are multilingual: Introduction and the myth of risk. WestEd.
Faulkner-Bond, M. (2026). Reframing common myths about students who are multilingual: Academic capabilities. WestEd.
Faulkner-Bond, M. (2026). Reframing common myths about students who are multilingual: Language development. WestEd.
Faulkner-Bond, M. (2026). Reframing common myths about students who are multilingual: Resource use and legal requirements. WestEd.
Jones, B., Faulkner-Bond, M., & Blitz, J. (2024). Accelerate Success for English Learners with Formative Assessment. WestEd. Five-part series:
REL West. (2024). Systemic factors that shape multilingual learners’ educational opportunities and outcomes. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.
Office of English Acquisition. (2024). English learner educational experiences and opportunities: A report using federal datasets. U.S. Department of Education.
Heritage, M., Wylie, C., Faulkner-Bond, M., & Walqui, A. (2021). A vision for using an argument-based framework for validity applied to a comprehensive system of assessments for English learners in secondary grades. WestEd.
Heritage, M. Faulkner-Bond, M., & Walqui, A. (2021). A new direction for assessing English learners in the secondary grades. WestEd.
Faulkner-Bond, M., & Soland, J. (2020). Comparability when assessing English learner students. In A. I. Berman, E. H. Haertel, & J. W. Pellegrino (Eds.), Comparability of large-scale educational assessments: Issues and recommendations (pp. 149–175). National Academy of Education.
Before joining the Center, Faulkner-Bond spent seven years at WestEd, where she led multiple federally funded research projects focused on English learners. Recent projects included providing technical assistance, research support and thought partnership to the state education agencies in California, New Jersey and Massachusetts on English learner programs, assessment, and accountability, and leading several federal grants and contracts focused on English learner programs and policies. She also serves on the assessment technical advisory committees for California, Maryland, Rhode Island, Utah and Virginia.
Before her time at WestEd, Faulkner-Bond spent three years as a grant program officer at the Institute of Education Sciences, where she provided technical assistance and monitoring to applicants and recipients of multiyear research grants focused on improving educational opportunities and outcomes for English learners. She co-authored a book on federal policies affecting English learners; co-edited a book on educational measurement and assessment; and co-authored articles, guides, briefs, infographics, and federal reports designed to increase awareness and understanding of data, research results, and best practices for multilingual learners’ education and success. She earned a PhD in research, educational measurement, and psychometrics from the University of Massachusetts - Amherst.
Recent and Relevant Publications
Faulkner-Bond, M. (2026). Finding the sweet spot for English learner reclassification: A study of California’s criteria. WestEd.Faulkner-Bond, M. (2026). Reframing common myths about students who are multilingual: Introduction and the myth of risk. WestEd.
Faulkner-Bond, M. (2026). Reframing common myths about students who are multilingual: Academic capabilities. WestEd.
Faulkner-Bond, M. (2026). Reframing common myths about students who are multilingual: Language development. WestEd.
Faulkner-Bond, M. (2026). Reframing common myths about students who are multilingual: Resource use and legal requirements. WestEd.
Jones, B., Faulkner-Bond, M., & Blitz, J. (2024). Accelerate Success for English Learners with Formative Assessment. WestEd. Five-part series:
- Introduction
- Students participate in collaborative discussions
- Students take ownership over their learning with formative assessment
- Students work beyond the edge of their current abilities with formative assessment
- Formative assessment support for integrated and meaningful language learning
REL West. (2024). Systemic factors that shape multilingual learners’ educational opportunities and outcomes. U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory West.
Office of English Acquisition. (2024). English learner educational experiences and opportunities: A report using federal datasets. U.S. Department of Education.
Heritage, M., Wylie, C., Faulkner-Bond, M., & Walqui, A. (2021). A vision for using an argument-based framework for validity applied to a comprehensive system of assessments for English learners in secondary grades. WestEd.
Heritage, M. Faulkner-Bond, M., & Walqui, A. (2021). A new direction for assessing English learners in the secondary grades. WestEd.
Faulkner-Bond, M., & Soland, J. (2020). Comparability when assessing English learner students. In A. I. Berman, E. H. Haertel, & J. W. Pellegrino (Eds.), Comparability of large-scale educational assessments: Issues and recommendations (pp. 149–175). National Academy of Education.