Tag Archives: Hmong

Asian Pacific Students in Minnesota: Facts, not Fiction

Asian Pacific students in Minnesota

Read the entire report at

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

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


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Open season: documentary film showing

 Photo Credits to Chuleeanan Svetvilas and Hyphen Magazine

Join filmmaker Mark Tang for a screening and discussion of documentary “Open Season” (co-directed by Lu Lippold) Five years in the making, this documentary offers an in-depth investigation of the complex issues surrounding the violent confrontation where a Hmong hunter killed six white hunters in rural Wisconsin.

When and where?

  • Monday, April 16 4:30 p.m.
  • Brookdale Library
  • 6125 Shingle Creek PKWY

On November 21, 2004, 6 Caucasians hunters were killed by a Hmong immigrant during a violent deer hunting confrontation. What really happened? Mark Tang, co-director and producer of the documentary “Open Season” will share his findings and experiences.

It’s free and open to teen grades 6 and up.

Click here for more information about the documentary and co-directors.

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Posted by on April 11, 2012 in Community news


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Fourth International Conference on Hmong Studies

Conference presenters include local, national and international scholars who will will explore current conditions and future challenges that Hmong people face and their place in the global economy.

Some topics are:

  • Transnational Marriage between Hmong-Americans and Hmong-Lao
  • Big Ideas and Small Steps: Lessons from a Hmong Empowerment Organization in Sapa, Viet Nam
  • Navigating Multiple Worlds: A Qualitative Study of the Lived Experiences of Nine Hmong American Women Leaders.

Where: Concordia University in Saint Paul, MN
When: March 30th-31st, 2012 (Friday-Saturday)


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Posted by on March 20, 2012 in Community news


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Working with Refugees in Minnesota

Working with Refugee Families in the Child Welfare System

children with a world globe

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

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

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Posted by on February 27, 2012 in Resources


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Baby Talks: Support and Education for Pregnant or Parenting Teens

What Do You Want to Talk About?

“What should I expect as my baby grows and develops?”
“What are some good parenting techniques?”
“Where can I go for prenatal classes?”
“How can I balance school, a job, and caring for my child?”

Baby Talks offer support and resources for young parents through group learning and individual meetings. Pregnant or parenting young women twenty-four years of age or younger are eligible for Baby Talks.

  • Spanish and Hmong-speaking capabilities
  • Daycare provided on site
  • Transportation available

Where: The Paul and Sheila Wellstone Center for Community Building
Neighborhood House, 179 Robie Street East, Saint Paul, Minnesota 55107

Please contact the Baby Talks Program for more information:
Neighborhood House: 651.789.2500

  • Tania Villalobos 651.789.2551 (
  • Maypahou Ly 651.789.2522 ( (Hmong language)
  • John Guertin 651.789.2517 (

*Funding for Baby Talks is provided in part by the Minnesota Department of Health.

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Posted by on February 15, 2012 in Community news


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Hmong Early Childhood Summit 2012

Hmong Early Childhood Summit is held to educate and empower the Hmong Community about the importance of school readiness, quality child care, early intervention, and advocacy of young Hmong children. This year the summit will engage Hmong community leaders, in all sectors, in a discussion on the importance of school readiness, policy advocacy, and connection to programs and resources.

This event is free and open to the public. Lunch will be provided.
When: Saturday March 24th, 2012
Time: 8:00am—2:00pm
Where: Washington Technology Magnet

For more information, feel free to download their flyer: Hmong_Summit_Flyer_2012

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Posted by on February 3, 2012 in Community news


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Preparedness Coordinator – Hmong/Bilingual skills required


Department:                          Emergency Services

Reports to:                             Preparedness Manager

Employment Status:              Part Time


Position Purpose:

The Preparedness Coordinator is responsible for the provision of a comprehensive program to train community members throughout the region how to prevent, prepare for, and respond to emergencies, with a focus in the Hmong community. The Preparedness Coordinator is responsible for representing the region and regional operations to various constituent internal and external groups. The Preparedness Coordinator is responsible for providing leadership and resources to other projects and services as assigned.


Key Job Functions:

• Coordinates prevention and preparedness efforts, including the development and implementation of regularly scheduled training sessions designed to reach diverse audiences and targeting the Hmong community.

• Develops and maintains strong working relationships within the preparedness and Hmong communities.

• Delivers educational preparedness presentations in English and in Hmong.

• Analyzes and evaluates the effectiveness of systems and program activities.

• Works closely and cooperatively with staff and volunteers throughout the region, state, and nation.

• Ensures the maintenance of accurate and complete records.

• Serves as a liaison to American Red Cross National Headquarters on preparedness issues.


Job Specifications and Competencies:

• Bachelor’s degree or significant college-level coursework in a related field.

• Bilingual skills required (Hmong and English). Must be able to read, write and speak fluently in both languages.

• Ability to act as a Red Cross Representative and work with diverse populations.

• Strong organizational skills.

• Demonstrated competencies in the provision of a variety of direct client services.

• Tact, maturity, and flexibility.

• Ability to work well under stress and adverse conditions.

• Ability to work effectively with both volunteer and paid staff and with diverse populations.

• Ability to maintain confidentiality.

• Availability to work evenings and weekends


To apply for this position, please visit


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Posted by on January 17, 2012 in Community news


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