Diversity in action: How District 191 is building a truly equitable education system

Over the last two decades, the Burnsville community has grown significantly more diverse racially, culturally and linguistically. In Burnsville-Eagan-Savage School District 191, that reality has shaped a clear and urgent focus: building an equitable education system that serves every student – ensuring they are seen, supported and given meaningful pathways to success.

Over the past two decades, the District 191 community has evolved from a mostly white suburb to one of the most diverse school districts in Minnesota. In 2000, the city of Burnsville was nearly 88% white. By the 2020 Census, the city’s population was 61% white, with robust growth among Black (15%), Hispanic/Latino (12%), Asian (6%) and multicultural residents. 

Inside District 191, that diversification showed up even earlier: by 2009–10, several schools were already majority-minority, and within a few years students across the district spoke 80+ home languages. That transformation, say district leaders, has shaped everything about how the district teaches, supports and celebrates its students. It’s why actively leading by developing and sustaining a diverse and equitable education system is one of the district’s strategic directions and why that work continues to deepen each year.

“We’re not reacting to diversity,” said Dr. Kathy Funston, Director of Pathways and Partnerships. “We’re embracing the normalness of living in a pluralistic society. Our community looks like the world, which is something we’re proud of because it benefits every student in our schools.”

A Journey Toward Cultural Proficiency

The district’s commitment to equity didn’t happen overnight. As the demographics in the district changed, district leaders began to reimagine what an inclusive education system looks like — from curriculum to culture.

According to Isis Buchanan, Director of Equity and Multilingual Services, the journey started by looking inward.

“Our work has been focused on really knowing who our students are and using the tools of cultural proficiency to ensure we’re meeting their needs,” Buchanan said. “That means examining our systems — our grading practices, our curriculum, even how we communicate with families — to make sure we’re giving every student equal access and opportunity.”

Today, the concept of “cultural proficiency” isn’t just an initiative outlined in a plan. It’s embedded in daily practice, reflected in classroom instruction, family partnerships and staff professional learning. Teachers make space for students’ identities and languages in the classroom and use materials that mirror the cultures of our community. Because when students see themselves in what they learn, they feel known, valued and motivated. That is when learning takes root and students succeed.

Even small details matter. Walk through a District 191 school and you’ll see student artwork and photos displayed on walls, a visible reminder that every child belongs.

“It’s about building the capacity of all of us to see the value we have in impacting outcomes for students,” Buchanan said. “Cultural proficiency gives us tools to identify barriers and take action to remove them.”

Reflecting a Changing Community

When Funston started working in the district nearly 16 years ago, about 70% of students were white. Today, roughly three-quarters of District 191 students identify as students of color. That demographic shift has fueled new energy around equity and access.

“We live in a universal community—people from all walks of life, all religions, all backgrounds living and learning together,” said Funston. “Now, our programming reflects the way we all live and work together.”

That programming includes the district’s nationally recognized Pathways model, which connects students’ academic experiences with real-world opportunities in careers, college and community life. The model is designed to help every student, no matter their background, discover their strengths and passions while earning industry certifications or college credits along the way.

“It’s about eliminating barriers,” Funston said. “We want every student to test drive their future while they’re still in high school, not when they’re $75,000 into their time in college.”

Funston recalls one student who entered Burnsville High School convinced she wanted to become a nurse. Through a health sciences pathway, she discovered that direct patient care wasn’t the right fit, but found her calling in hospital management after pivoting to the business and leadership pathway.

“That’s equity in action,” Funston said. “She had the freedom to explore, to learn about herself and to change direction without penalty.”

Representation Matters

With more than 80 languages spoken in the district, representation, both in classrooms and across leadership roles, remains a top priority. The district continues to make a concerted effort to hire and retain staff of color and create programs that help current employees become licensed teachers and grow as educators.

“Our Grow Your Own program pays for paraprofessionals and support staff of color to earn their teaching degrees,” Funston explained. “We’ve already hired two graduates back into the district. It’s working!”

Research shows that students thrive when they are challenged to think critically and when their teachers reflect the diversity of their school community. These students are more engaged, achieve at higher levels and are more likely to graduate and pursue college.

That understanding is one reason District 191 has sought and secured more than $2.3 million in Grow Your Own grant funding. These grants help support students and employees of color in earning their teaching licenses, strengthening representation in our schools and building a workforce that mirrors the community we serve.

The district’s goal is for every student to see themselves reflected in their teachers, mentors and leaders. When classrooms don’t reflect the diversity of the school, Funston said, educators are expected to ask “why.”

“As professionals, we need to dig deep and ask who doesn’t feel like they belong here and why,” she said. “If we really want to improve education for young people, they need to have their own seat at the table.”

Empowering Multilingual Learners and Families

As the number of multilingual students has grown, District 191’s approach to language learning has evolved, too. Today, Buchanan’s department supports students at all stages of English acquisition, ensuring that instruction is both rigorous and accessible.

“We’ve shifted from a model where students came in with some English to now having many who are entering with little or no English,” Buchanan said. “That’s changed how we design support.”

From co-taught classes in English Language Arts to intensive courses for emerging learners, the district’s multilingual programs are designed to build confidence and competence simultaneously. But it’s not just about academics — it’s also about connection.

District 191 employs cultural liaisons who act as bridges between families and schools, helping both sides understand each other’s expectations, traditions and communication styles. Translators and interpreters ensure families receive information in their preferred languages, but liaisons go a step further, fostering trust and building a mutual sense of understanding.

“Our liaisons help parents navigate school systems and help school staff understand family and cultural dynamics,” Buchanan said. “It’s truly a two-way partnership.”

Family engagement is another area of focus. The district is embracing creative ways to connect with parents, offering virtual meetings, flexible scheduling and community events that celebrate cultural heritage.

“We’re redefining what family involvement looks like,” Buchanan added. “It’s not just about parents coming to school. It’s about building ongoing relationships, however that connection works best.”

Student Voice and Shared Belonging

One of the clearest signs of progress, Buchanan said, is the growing role of student voice in district decision-making. From affinity groups at the high school to district-wide advisory teams, students are actively shaping how equity and inclusion show up in everyday life.

As Burnsville High School student Jeremy Parham shared, “When students speak up here, people actually listen. Once I started sharing what I needed, the school took action, and it made me feel like I was part of a real community and not just someone coming to class and leaving.”

Buchanan recalls an example from last year when graduation fell on the same date as Eid, an important Muslim holiday. The district gathered feedback from students and families and ultimately made decisions guided by dialogue, not division.

“We don’t want a culture of cancellation, we want a culture of conversation,” Buchanan said. “Students want to be heard, and we want them to know their perspectives matter.”

That sense of belonging extends to every classroom, where students are encouraged to bring their full selves to the learning experience.

Jeremy described the difference this makes.

“When your voice matters, it changes everything. I used to feel isolated, but now I feel included and proud to be part of the school.”

“We’re preparing students for a future we can’t fully see yet,” Buchanan said. “That’s why we have to keep evolving.”

A Shared Message to the Community

As the district continues to grow and change, its schools stand as a reflection of the community’s values, where diversity is not a challenge to manage but a strength to celebrate.

“Our families should know that from pre-kindergarten to high school, their children will be cared for, valued and seen,” Funston said. “We meet students where they are and give them opportunities that make a real difference in their lives.”

Buchanan agrees. “Diversity is seen as a positive thing here,” she said. “Our story is one of continuous learning — of adapting, improving and moving forward together. The work never ends, but that’s what makes it powerful.”