As calls for curriculum diversification grow louder, more American students will soon encounter Asian American and Pacific Islander (AAPI) and other minority histories in public school classrooms. A new study released by the Committee of 100, a prominent Chinese American leadership organization, shows that as of August 20, 2025, a total of 23 states have enacted state-level laws or adopted academic content standards that explicitly require the teaching of AAPI history or related content in K–12 public schools.
In its database on “K–12 AAPI and Ethnic Studies Legislation and Content Standards,” the organization further breaks down the landscape: 13 states mandate AAPI studies through written legislation; 16 states include AAPI history, experiences, or contributions within their academic content standards. In addition, 26 states have laws requiring ethnic studies more broadly, while 37 states incorporate the histories and experiences of other nonwhite groups into their standards. Still, 5 states have neither enacted legislation, introduced relevant bills, nor adopted content standards.
“Asian Americans have contributed to the building of this nation for over two centuries, yet we are still often cast in the stereotype of the ‘perpetual foreigner,’” said Committee of 100 President Paul Cheung. “Public education is essential to developing informed and aware citizens, but too many school systems continue to overlook AAPI history. Our history is American history. Without meaningful representation in classrooms, students cannot fully understand the diverse experiences that shaped this country.”
According to a Committee of 100 public survey, about 70% of respondents believe that school curricula should include AAPI history. The study also found significant variation across states and localities in how policies are crafted and implemented: some states require content through legislation, while others rely on recommended standards or model curriculum frameworks that allow school districts to design specific teaching materials. The Committee launched its research in 2022 and has updated it annually; its methodology and interactive state map are publicly available on its website, enabling the public to check the status of AAPI history education in their states.
Despite the expanding policy landscape, advocates note that translating “laws and standards” into “classroom teaching” remains a challenge. The Committee of 100, along with advocacy groups such as AAJC, OCA, and SEARAC, are providing policy analysis, curricula, and teacher training resources to address gaps in instructional materials, teacher preparedness, and local curriculum design. Researchers and educators generally agree that legislation alone cannot guarantee high-quality teaching—complementary teacher training, appropriate curricula, and district-level monitoring are all necessary.
To support classroom implementation, several resources and models are being promoted. For example, The Asian American Foundation has established the AAPI History Hub, which compiles over 300 lesson plans. The Committee of 100 has also partnered with The Asian American Education Project to develop free bilingual (Chinese and English) lesson plans for middle school students, covering topics such as Chinese American contributions in business, technology, food, arts, and the “perpetual foreigner” narrative. The Committee recommends that teachers, districts, and policymakers draw on these resources while tailoring curricula to local needs.
