Bill Overview
Title: Teaching Asian Pacific American History Act
Description: This bill requires entities (e.g., institutions of higher education, libraries, and museums), in order to be eligible for certain grants administered by the Department of Education (ED), to include Asian Pacific American history in their teaching of American history. It also requires Asian Pacific American history to be included in tests administered by the National Assessment of Educational Progress (NAEP). Specifically, the bill mandates the inclusion of Asian Pacific American history as a required component of American history for such entities to be eligible for American History and Civics Academies' competitive grants. These grants support the establishment of (1) Presidential Academies for Teachers of American History and Civics, which offer workshops to teachers of American history and civics to strengthen their knowledge and prepare them to teach in these subjects; and (2) Congressional Academies for Students of American History and Civics, which support high school students in developing an understanding of these subjects. (Currently, Asian Pacific American history is not a required component of American history for either academy.) In addition, ED must give priority to grant applicants that align their activities with programs and resources of the Smithsonian Institution's Asian Pacific American Center. The bill also requires the inclusion of Asian Pacific American history in tests administered by the NAEP, which measures student academic achievement in various subjects.
Sponsors: Sen. Hirono, Mazie K. [D-HI]
Target Audience
Population: People of Asian Pacific descent
Estimated Size: 21000000
- The bill targets education on Asian Pacific American history.
- This will affect institutions like colleges and museums that need to amend their curriculum to include Asian Pacific American history to qualify for specific grants.
- Educators, particularly history and civics teachers, will be impacted as they will need to expand their skill set to include Asian Pacific American history.
- High school students who are part of the Congressional Academies would be affected since their curriculum will now include Asian Pacific American history.
- Students taking NAEP tests will see Asian Pacific American history included in their exams.
- Approximately 4.1 billion people in the world are of Asian descent, however, the bill specifically targets Asian Pacific Americans living in the US.
Reasoning
- The estimated budget allows for substantial educational grants which will drive the adoption of curriculum updates with a focus on Asian Pacific American history.
- Impact will vary: teachers and students directly involved in the American History and Civics Academies will experience more significant changes.
- AAPI students and communities might feel a boost in representation which could positively impact their identity and educational engagement.
- The policy primarily impacts academic institutions, teachers, and high school students, indirectly affecting the broader student body through NAEP changes.
Simulated Interviews
High school history teacher (California)
Age: 45 | Gender: male
Wellbeing Before Policy: 6
Duration of Impact: 20.0 years
Commonness: 12/20
Statement of Opinion:
- Inclusion of Asian Pacific American history is long overdue and enriches the American historical narrative.
- I will need to invest time in coursework to better teach this aspect.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 6 |
| Year 10 | 8 | 6 |
| Year 20 | 7 | 6 |
High school student (New York)
Age: 17 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 3.0 years
Commonness: 15/20
Statement of Opinion:
- I am excited about learning more diverse histories.
- I think it will help me understand contemporary issues better.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 7 |
| Year 2 | 9 | 7 |
| Year 3 | 9 | 8 |
| Year 5 | 7 | 8 |
| Year 10 | 7 | 7 |
| Year 20 | 6 | 6 |
Museum curator (Texas)
Age: 35 | Gender: female
Wellbeing Before Policy: 8
Duration of Impact: 15.0 years
Commonness: 8/20
Statement of Opinion:
- Our museum will greatly benefit from incorporating Asian Pacific American history into exhibits.
- This policy opens up potential collaboration with national institutions.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 8 | 8 |
| Year 3 | 9 | 8 |
| Year 5 | 9 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 8 | 7 |
University professor (Illinois)
Age: 50 | Gender: male
Wellbeing Before Policy: 7
Duration of Impact: 20.0 years
Commonness: 10/20
Statement of Opinion:
- It's essential to provide a more inclusive education framework.
- Integrating more comprehensive histories adds substantial educational value.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 8 |
| Year 3 | 8 | 8 |
| Year 5 | 8 | 8 |
| Year 10 | 9 | 8 |
| Year 20 | 9 | 8 |
NAEP Item Writer (Hawaii)
Age: 29 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 9/20
Statement of Opinion:
- There will be new challenges integrating more history into standardized tests.
- This change is positive but will require coordination with curriculum design.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 7 | 6 |
| Year 10 | 7 | 6 |
| Year 20 | 6 | 5 |
Retired history teacher (Washington)
Age: 65 | Gender: other
Wellbeing Before Policy: 7
Duration of Impact: 5.0 years
Commonness: 14/20
Statement of Opinion:
- This policy represents a positive shift in educational priorities.
- I see this having a lasting impact on upcoming generations.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 7 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 7 |
College student (Michigan)
Age: 22 | Gender: male
Wellbeing Before Policy: 8
Duration of Impact: 4.0 years
Commonness: 13/20
Statement of Opinion:
- I think this will enrich teaching material and hold significance for diversity.
- This aligns well with what I want to focus on as an educator.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 8 | 8 |
| Year 2 | 9 | 8 |
| Year 3 | 9 | 9 |
| Year 5 | 9 | 9 |
| Year 10 | 8 | 9 |
| Year 20 | 7 | 8 |
High school principal (Virginia)
Age: 38 | Gender: female
Wellbeing Before Policy: 6
Duration of Impact: 10.0 years
Commonness: 11/20
Statement of Opinion:
- The new policy will require resource allocation and teacher training.
- This is an important step towards inclusivity in education.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 6 | 6 |
| Year 2 | 7 | 6 |
| Year 3 | 7 | 6 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Middle school student (Florida)
Age: 12 | Gender: male
Wellbeing Before Policy: 9
Duration of Impact: 1.0 years
Commonness: 20/20
Statement of Opinion:
- I find learning about more cultures exciting.
- I hope to learn things that connect to personal experiences.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 9 | 9 |
| Year 2 | 9 | 9 |
| Year 3 | 9 | 9 |
| Year 5 | 9 | 9 |
| Year 10 | 9 | 9 |
| Year 20 | 8 | 8 |
Library manager (Oregon)
Age: 31 | Gender: female
Wellbeing Before Policy: 7
Duration of Impact: 8.0 years
Commonness: 18/20
Statement of Opinion:
- Libraries like ours benefit from integrating these rich historical narratives.
- There is a growing demand for diverse educational resources.
Wellbeing Over Time (With vs Without Policy)
| Year | With Policy | Without Policy |
|---|---|---|
| Year 1 | 7 | 7 |
| Year 2 | 8 | 7 |
| Year 3 | 8 | 7 |
| Year 5 | 8 | 7 |
| Year 10 | 8 | 7 |
| Year 20 | 7 | 6 |
Cost Estimates
Year 1: $45000000 (Low: $35000000, High: $55000000)
Year 2: $47000000 (Low: $37000000, High: $57000000)
Year 3: $48000000 (Low: $38000000, High: $58000000)
Year 5: $50000000 (Low: $40000000, High: $60000000)
Year 10: $52000000 (Low: $42000000, High: $62000000)
Year 100: $60000000 (Low: $50000000, High: $70000000)
Key Considerations
- The additional burden on educational institutions to update their curriculum and resources.
- Potential resistance from some educators or institutions to change teaching content.
- The importance of ensuring accuracy and representation in the new curriculum components.
- Alignment with Smithsonian Institution's resources may provide educational enhancement but also requires coordination efforts.