Education Team

CAAL’s data gathering and analysis find that Asian Americans represent between 20%-30% of Minnesota urban school districts student population. In some schools the Asian student population is as high as 70%. However, fewer Asian students (49%) are passing 3rd grade reading tests compared to all students (58%). Furthermore, Minnesota currently holds the highest average ACT score in the nation of 23 but Asian students, even at the aggregate level, hold a significantly lower average ACT score of 18. The lack of educator diversity is also cause for concern when only 2.5% of K-12 teachers in Minnesota are Asian Americans. Data such as these and other anecdotal stories demonstrate that educational systems are failing Asian students. This has serious implications for the future of Minnesota as a whole when it’s youngest and fastest growing Asian population is lagging behind. 

Join CAAL’s Education Working Group as it advocates for quality education to:

  • Fund partnerships between communities and schools to develop and integrate Asian cultural and language programs
  • Grow more Asian American teachers and educational leaders
  • Enrich quantitative data by supporting community research that lifts up the voices and experiences of parents and students
  • Increase transparency about the educational outcome for Asian multi-language learners
  • Ensure the implementation of Minnesota’s Learning for English Academic Proficiency and Success (LEAPS) Act includes Asian American voices
  • Create opportunities for Asian American educators to share with each other and lead in creating equity solutions
  • Support parents and students in asking for what they need from education systems



“ I think most of the time, our Karen students… they’re being pushed out of the system… they are graduating [high school], but graduating without having much ability to move on to community college or a four-year college.”
–1st generation Karen American


“ The school district needs to ensure that ELL parents understand their rights… if I speak another language other than English, then automatically my children are coded as ELL. To get them out of that track is challenging. Even if… we refuse these services, the education system keeps testing them in ELL and it’s a waste of time.”

–1.5 generation Hmong American

“ My worst memory is the feeling of how I couldn’t articulate discrimination. I couldn’t describe it. I knew sometimes things were not fair, but I didn’t know why. I didn’t know the context of marginalization. I felt I did the same as other students in high school, but got treated differently.”

–1.5 generation Hmong American

“ Asian kids are very invisible. Many of them are hungry [for] role models… Asian students are not included in so much of the curriculum.”
–1st generation Chinese American