RSS

Tag Archives: Lao

Asian Pacific Students in Minnesota: Facts, not Fiction

Asian Pacific students in Minnesota

Read the entire report at http://www.capm.state.mn.us/pdf/edureport2012.pdf

This report on the educational achievement of Asian Pacific students in Minnesota, conducted by the Council on Asian Pacific Minnesotans, broadens the data on Asian Pacific students in Minnesota.

The Council on Asian Pacific Minnesotans is a state agency that advises the Minnesota state legislature and governor’s office and advocates for the well-being of Asian Pacific Minnesotans.

According to the Minnesota Comprehensive Assessment (MCA) 2011 test results, 66.1% and 54.4% of Asian Pacific students scored as proficient on the MCA reading and math tests, respectively. In comparison, 80.8% and 63.3% of White students were proficient in reading and math, respectively.

This seemingly smaller achievement gap between Asian Pacific and White students has led to less attention and concern given to the needs of Asian Pacific students in Minnesota. However, researchers, community members, and educational professionals have long recognized that the reporting of aggregated data for Asian Pacific students is misleading and masks educational disparities experienced within the Asian Pacific population in Minnesota.

In response, this report disaggregates MCA data for Asian Pacific students by language spoken at home, ethnicity, income level, English proficiency, and mobility. Through such analysis, this report provides new understandings about the academic performance of Asian Pacific students in Minnesota.

Key findings of the report are:

Significant achievement gaps exist for refugee experienced Asian Pacific students.

  • 50.3% and 40% of refugee experienced Asian Pacific students were proficient in reading and math, respectively.
  • Less than 17% of Burmese students were proficient in reading or math, the lowest of any ethnic or racial student group.
  • Less than 59% and 40% of Lao, Hmong, and Cambodian students were proficient in reading and math, respectively.
  • In comparison, 80.8% and 63.3% of White students scored as proficient in reading and math, respectively.

Students’ income level, English proficiency, and mobility status were significant factors in predicting their academic achievement.

  • Low-income Asian Pacific students experienced achievement gaps of up to 31% on the MCAs in comparison to their more affluent Asian Pacific peers.
  • Asian Pacific students receiving English Learner services experienced achievement gaps of up to 44% on the MCAs in comparison to English proficient Asian Pacific students.
  • Homeless or highly mobile Asian Pacific students experienced achievement gaps of up to 23% on the MCAs in comparison to non-mobile Asian Pacific students.

The findings from the disaggregated data directly counter the widely held misconception that all Asian Pacific students were performing at levels well above other minority students and only slightly below White students, and thus, were not as deserving of additional support. In reality, refugee experienced, low-income, English learning, and highly mobile Asian Pacific students experience significant educational disparities, and in some cases, had lower proficiency rates than other racial groups.

Recommendations for policy makers

The Council on Asian Pacific Minnesotans highly recommends a renewed focus on improving the educational outcomes of all students by including Asian Pacific students in the vision of educational equity. Specifically, we recommend the following actions:

1. Standardize the practice of collecting and reporting disaggregated student data.

Without disaggregated data, the educational disparities of Asian Pacific students will continue to be covered up by misleading information, making it difficult to allocate attention, resources, and support for students who need it most.

2. Streamline efforts that monitor and address the additional challenges faced by refugee experienced students as well as by students who are low-income, English Learners, and/or highly mobile.

Refugee experienced and socioeconomically disadvantaged Asian Pacific students experience significant educational barriers. Efforts to overcome these barriers should be evaluated and successful models of educational leadership, pedagogy, and programming should be shared across the state.

3. Increase the cultural competency and awareness among educational professionals of Asian Pacific students. Understanding the strengths, interests, and needs of students is crucial in moving away from a deficit view of diverse student populations and in implementing strategies to increase the academic growth of students.

4. Policy makers and education leaders should solicit the input and involvement of refugee experienced and socioeconomically disadvantaged Asian Pacific communities in the vision of educational equity.

Community members should be regarded as powerful partners in education who have expertise in determining the viability and effectiveness of potential educational programming, strategies, and interventions for their students.

Read the entire report at http://www.capm.state.mn.us/pdf/edureport2012.pdf

Related articles

Enhanced by Zemanta
 
Comments Off

Posted by on April 16, 2012 in CAPM news, Resources

 

Tags: , , , , , , , , , , , , , , , , , , , ,

Working with Refugees in Minnesota

Working with Refugee Families in the Child Welfare System

children with a world globe

Authors
Patricia Shannon, PhD, LP
Jennifer Simmelink, MSW

This module provides information about the major refugee groups in Minnesota, the Karen, Bhutanese, Oromo, Somali, and Iraqi. It provides political and cultural context for these groups as well as information about factors that impact them in the child welfare system. It also includes recommendations for child welfare workers who work with these populations.

NOTE: CEU credit is not available for this module because it can be completed in less than 30 minutes.

Follow the link below to watch the presentation.

Watch the module on  Working with Refugee Families in the Child Welfare System

-=-=-

Health Literacy: Implications for Immigrant and Refugee Families

 mother and children

Authors:
Hee Yun Lee, PhD

This modules explores the relationship between health literacy, health outcomes, and health disparities with special attention to children and families and immigrants and refugees.  It provides specific examples of how health literacy can affect health outcomes and offers interventions to respond to health literacy needs and to reduce health disparities.

Follow this link to watch the module.

 

Taking the Quiz and Earning Continuing Education Hours (CEHs)

At the end of this module, you will be given a choice to connect to the quiz for the module.  Upon successful completion of the quiz (80% or above correct), there will be a link to a secure site to pay a minimal fee for the CEHs and receive a CEH completion certificate.  The module has a value of 1 CEH ($15.00).

Back to Online Learning Modules page

 
Comments Off

Posted by on February 27, 2012 in Resources

 

Tags: , , , , , , , , ,

Minnesota Community Application Agent Participants

Looking for help with applying to MN Health Care programs? There are many organizations and sites available to you, including those with language support.

Hmong American Partnership
1075 Arcade St
St. Paul, MN 55106
(651) 495‑9160
http://www.hmong.net

Lao Assistance Center of Minnesota
503 Irving Avenue N
Suite 100A
Minneapolis, MN 55405
(612) 374-4967
http://www.laocenter.org

Lao Family Community of Minnesota
320 University Ave W
St. Paul, MN 55103
(651) 221‑0069
http://www.laofamily.org

Vietnamese Social Services of MN
277 University Avenue
St. Paul, MN 55103
(651) 644‑1317
http://www.vssmn.org

To view all locations in Minnesota, visit https://edocs.dhs.state.mn.us/lfserver/Public/DHS-5475-ENG

 
Comments Off

Posted by on December 27, 2011 in Community news

 

Tags: , , , ,

SEARAC Press Release: New Federal Guidance on Promoting Diversity & Reducing Racial Isolation in K-12 Schools and Higher Education Benefits SE Asian American Students

The below is a press release from the Southeast Asia Resource Action Center.

-=-=-

FOR IMMEDIATE RELEASE

December 8, 2011

Contact: Pang Houa Moua, panghoua@searac.org; (202) 744-0436

New Federal Guidance on Promoting Diversity and Reducing Racial Isolation in K-12 Schools and Higher Education Benefits Southeast Asian American Students

Washington, DC –  On Friday December 2, 2011, the United States Department of Education and the United States Department of Justice jointly issued new federal guidance to provide a roadmap for K-12 schools, colleges, and universities to leverage the benefits of educational diversity to achieve high quality, inclusive educational opportunities for all students. The Southeast Asia Resource Action Center (SEARAC) applauds this new guidance that provides tremendous opportunities for institutions to serve the educational needs of Southeast Asian American and other underserved students.

The guidance makes clear that the nation’s K-12 schools and colleges can use race in a variety of ways to assemble diverse student bodies and improve the quality of education for every student. The new guidance also provides concrete suggestions that K-12 schools and colleges can pursue in order to enhance social cohesion, reduce racial and economic isolation, and improve the quality of education for every student. The guidance for colleges and universities provides examples for a range of approaches to achieving diversity, including admissions procedures, development of pipeline programs, recruitment and outreach initiatives, and support programs (including mentoring, tutoring, and retention).

“At the K-12 level, too many of our students attend racially and economically isolated schools, and contrary to the ‘model minority myth’ – a misconception that all Asian Americans excel academically and face few obstacles – Southeast Asian American and Pacific Islander students remain underrepresented within higher education,” said Quyen Dinh, education policy advocate at SEARAC. Educational disparities within the Asian American and Pacific Islander (AAPI) community are highlighted when educational outcomes are disaggregated by subgroup. For example, according to the American Community Survey, in comparison to over 86% of the overall Asian American population who holds a high school degree or higher, disaggregated data reveals that this is true for only 67% of Cambodian, 65% of Hmong, 68% of Laotian, and 70% of Vietnamese Americans aged 25 and over. In California, a 2010 report found that over a four-year period, one-fifth of Pacific Islander students in grades 9-12 are estimated to drop out. This guidance is a powerful advocacy tool for Southeast Asian and Pacific Islander communities to voice the needs for their students to be included in diversity policies at educational institutions.

SEARAC supports the Department of Education and Department of Justice in the issuance of this guidance and is ready to work with both agencies to ensure that this guidance acts to alleviate educational barriers that still exist for many Southeast Asian Americans and other underrepresented communities.

 
Comments Off

Posted by on December 23, 2011 in Legislative, National news, Press Release

 

Tags: , , , , , , , , ,

New ECHO Program Aims to Reduce Snow Emergency Towing For Immigrants and Refugees

Twin Cities residents are gearing up to deal with the approaching months of snowfall and what that means for their day-to-day lives. To assist them with that, a new ECHO television program is taking measures to ensure that all residents, including those who speak limited English or may not speak English at all, understand the rules of a Snow Emergency – why it is declared, what it means for their vehicles, the rules of parking, and the consequences if parking regulations are not followed.

“Understanding Snow Emergency” has been created in partnership with the Cities of Minneapolis and Saint Paul, and Minnesota Medical Response System (MMRS) with the goal of helping Minnesota residents understand Snow Emergency parking rules in Minneapolis and Saint Paul. The program will air on tptMN (Comcast Channel 243) in EIGHT languages on Sundays in December (see below) and will be
available for streaming online here by December 1.

ECHO has created translated fliers describing the show and listing the air dates for organizations to print, post, and pass. Fliers can be downloaded free of charge here.
 
Dec. 4 at 7 p.m. in English – Guests: Tom Sagert, City of St. Paul and Gao Vang, City of Minneapolis
Dec. 4 at 7:30 p.m. in Spanish – Guests: Chevo Perez, City of St. Paul and Roman Gonzalez, City of Minneapolis
Dec. 11 at 7 p.m. in Hmong – Guests: Long Yang, City of St. Paul and Gao Vang, City of Minneapolis
Dec. 11 at 7:20 p.m. in Somali – Guests: Abdi Omer, City of St. Paul and Ahmed Muhumud, City of Minneapolis
Dec. 11 at 7:40 p.m. in Karen – Guests: Henry Ung, City of St. Paul and Ahmed Muhumed, City of Minneapolis
Dec. 18 at 7 p.m. in Vietnamese – Guests: Huong Hoang, City of St. Paul and Ahn Nguyen, City of Minneapolis
Dec. 18 at 7:20 p.m. in Lao – Guests: Nou Gamble, City of St. Paul and Thavisack Silaphet, City of Minneapolis
Dec. 18 at 7:40 p.m. in Khmer – Guests: Henry Ung, City of St. Paul and Cheyenne Erickson, City of Minneapolis
 
DVDs of this program will be available in mid-December, each disc contains the program in all eight languages. You can place advance requests for free DVD copies by emailing ECHO at olson@echominnesota.org.
 
Comments Off

Posted by on December 2, 2011 in Community news

 

Tags: , , , , ,

STAND BY COMMITMENT TO MINNESOTA’S REFUGEES AND IMMIGRANTS

The following article was originally printed in Asian American Press on Oct. 24, 2011

(Comments from CAPM: the typical fee for a citizenship test is $675, a cost that is very difficult to afford for low-income refugees and immigrants, especially those with a disability and limited English proficiency.)

-=-=-

STAND BY COMMITMENT TO MINNESOTA’S REFUGEES AND IMMIGRANTS

By Pham Thi Hoa and John Keller

Mr. Vang is a refugee who was resettled in Minneapolis in 2004 after spending over a decade living in a makeshift refugee camp in Wat Thamkrabok in Thailand.

Like thousands of Hmong men, Mr. Vang proudly fought alongside U.S. forces during the Secret War in Laos. Because of his allegiance to the United States, Mr. Vang became a refugee after U.S. forces pulled out of Southeast Asia.

The United States agreed to resettle him and his family as legal refugees to the U.S., and ultimately Minnesota, under our international humanitarian treaty obligations. Today, he faces yet another crisis that leaves him fearful for his well-being.

At 63 years old, he faces the looming cut off of his Supplemental Security Income in the coming months if he does not successfully naturalize. He has already attempted to naturalize once, but did not pass the test because of his limited English language ability and his disability which both qualifies him for SSI and simultaneously makes attaining citizenship more difficult.

On September 30th, Supplemental Security Income benefits will run out for thousands of low income, elderly and disabled refugees across the nation like Mr. Vang, unless Congress acts quickly to address a short term extension of the benefits. In fact, 720 refugees in Minnesota are projected to lose their SSI in 2011 alone — the third highest number in the country.

SSI provides the bare minimum, no more than $674 for an individual, and $1,011 for a couple per month, to afford the very basic necessities. During these tough economic times, it is especially unconscionable for us to cut off basic resources to this vulnerable community to whom we promised humanitarian treatment, when it could mean they are left hungry and without their basic needs met.

Today’s problem began fifteen years ago. In 1996, Congress restricted SSI to no more than seven years for elderly and disabled refugees, with the misconception that they should be able to naturalize within this time and thus, remain eligible for benefits. Importantly, in 2008, President Bush recognized the hardship this mandatory cut-off was having on vulnerable refugees and signed legislation to protect them — until September 30, 2011.

As direct service providers who work with refugee populations know all too well, seven years is not nearly enough time to learn English and gain citizenship, especially for a population that is elderly and who have disabilities that limit their learning ability. For those who have severe mental or physical disabilities, usually caused by the very situation they were forced to flee, and those who are often among the most elderly, the ability to learn a new language and memorize information for the naturalization test may take the rest of their lives.

Furthermore, some of these same vulnerable, disabled individuals may also face the loss of SSI due to errors or delays by either themselves, the government, or both while requesting asylum, permanent residency, and naturalization — a reality that any Congressional staffer who works with immigration applications will acknowledge. Refugee elders are often critical contributors to the livelihood of entire family units and communities.

For many elderly and disabled refugees, the cut off of SSI is severe and has a wide ranging impact on the well-being of their families. Our members of Congress must act to ensure that an extension on SSI is passed as soon as possible to prevent needless hardship for those most vulnerable among us.

In addition, the Minnesota delegation must also work in Congress to sever the link between naturalization and SSI for those who are elderly or disabled and to help us honor the commitment made to these internationally vulnerable neighbors.

Pham Thi Hoa is the executive director of CAPI, a community-based social justice organization and a direct implementer of anti-poverty programs to provide jobs, housing, food, health education, youth and senior social services in the Minneapolis area.

John Keller is executive director of the Immigrant Law Center of Minnesota, whose mission is to provide quality immigration legal services, law-related education, and advocacy to meet the steadily increasing needs of Minnesota’s immigrant and refugee communities.

 
Comments Off

Posted by on December 1, 2011 in Community news, Legislative, National news

 

Tags: , , , , , , , , , ,

 
Follow

Get every new post delivered to your Inbox.

Join 25 other followers

%d bloggers like this: