American classrooms are increasingly incorporating histories that were once overlooked. As of March 31, 2026, thirteen states have laws requiring Asian American studies in K-12 education, according to the Committee of 100. Another twenty-six states have ethnic studies requirements that can provide opportunities to introduce Asian American history. Meanwhile, the Asian American Foundation reports that The Asian American Education Project has trained more than 15,000 teachers across the country, delivering training in over 20 states. The policy commitments are growing, and teacher development is progressing. Yet passing legislation does not guarantee that students will encounter these lessons in their classrooms. The Asian American Education Project aims to make Asian American history education available in schools across every state, regardless of whether it is legally mandated.
The challenge lies in turning educational policy into everyday classroom practice. States can introduce legislation and school districts can adopt new learning materials, but without teachers who have the knowledge, resources and confidence to teach these subjects, even the strongest curriculum can remain unused. The policy establishes the requirement; effective teacher training makes its implementation possible.
For the past five years, The Asian American Education Project has focused on bridging this gap. Founded in 2021 by Stewart Kwoh and his wife, Patricia, the organization emerged after PBS approached them about developing a documentary on Asian Americans. Having previously written a book highlighting overlooked civil rights stories and worked with teachers to develop related lesson plans, the Kwohs were invited to lead the educational curriculum accompanying the series. The resulting 38 lesson plans are available through PBS LearningMedia, providing the foundation for the organization’s subsequent work.
The project has since expanded its resources to more than 300 lesson plans. Its approach goes beyond distributing educational materials, placing teacher preparation at the centre of successful curriculum implementation. In 2025, the New York City Council allocated $2.5 million in its budget to support Asian American and Pacific Islander (AAPI) studies in public schools, according to WNYC. The initiative supports a partnership between The Asian American Education Project and the Localized History Project at the Asian American / Asian Research Institute at CUNY. According to AsAmNews, the programme also includes dedicated teacher training and opportunities for student-led storytelling.
The need for this preparation is considerable. According to Stewart Kwoh, most teachers have little or no formal background in Asian American history. Without previous exposure, even well-developed lesson plans may not be enough to make educators comfortable delivering the material. A single workshop rarely provides the depth of understanding required to teach an unfamiliar subject effectively. Professional development must therefore be an ongoing priority.
There is also a practical challenge within existing school structures. New educational mandates do not necessarily create additional courses. Instead, teachers are often expected to incorporate Asian American history into subjects they already teach. This requires more than access to teaching materials. Educators need guidance on how to connect historical topics with existing learning objectives. For example, a mathematics teacher might examine statistics on anti-Asian violence, while a social studies teacher could explore local histories to develop students’ understanding of research and community experiences.
This is why teacher development should be considered an integral part of curriculum design rather than an additional activity. The project also recognises that education systems are decentralised, meaning implementation often depends on individual schools and districts. Developing committed teachers and principals who can advocate for these subjects within their institutions is essential. The organisation refers to these advocates as ambassadors, equipping them to continue promoting the curriculum long after their training has concluded.
Kwoh’s ambition is to build this network of educators and reach one million students. Although the organisation has already exceeded its initial teacher-training target designed to support that reach, further work remains. As more states introduce requirements for Asian American studies, investment in teacher preparation must grow alongside them.
For policymakers, the message is clear: legislation is only the first step. Funding and resources for teacher training must reflect the ambitions of educational reform. Without properly prepared educators, even the most comprehensive curriculum risks going unused, leaving students without access to important histories and perspectives.
The Asian American Education Project welcomes enquiries from cities, schools and districts seeking training and guidance on incorporating Asian American history into their curricula.
Kwoh is also writing a book on cross-racial solidarity, bringing together the experiences of different racial communities, scheduled for release in December 2026.
