Participatory approaches to evaluation is a way of studying and improving programs by involving the people who are most affected by them. Instead of just having outside experts do the research, participatory evaluation includes teachers, students, community members, or anyone directly connected to the program. This approach allows people to share their ideas, experiences, and opinions to help understand what is working well and what needs to change. It encourages teamwork, respects different viewpoints, and helps create solutions that fit the needs of the community. By working together, everyone has a role in shaping better outcomes.

Curriculum is not neutral or culture-free. Every curriculum is shaped by the people who design it, the perspectives they bring, and the choices they make about what is important to learn. For example, history textbooks often highlight certain events and figures while leaving out others. Literature classes focus on specific authors, usually from dominant cultures. Even subjects like math and science, which may seem neutral, reflect cultural values in the way they are taught—such as whether students learn through memorization, hands-on activities, or group work. By exploring culture in curriculum, we can make learning more inclusive and meaningful for all students. When different backgrounds, histories, and ways of thinking are represented, students get a fuller, more accurate understanding of the world and their place in it.

What are curriculum Studies? Curriculum Studies is the study of what and how students learn in schools. It looks at the subjects, lessons, and activities that teachers use to help students gain knowledge and skills. People who study curriculum think about questions like: • What should students learn? (Math, science, history, social skills, etc.) • How should they learn it? (Through books, projects, hands-on activities, discussions, etc.) • Who decides what is taught? (Teachers, school leaders, government, communities, etc.) Curriculum Studies also looks at how learning connects to students' lives, cultures, and communities. It asks whether the lessons and materials are fair, helpful, and interesting for all students. People who work in this field help improve education by making sure school learning is meaningful and prepares students for the future.

The Culturally Responsive ELA Curriculum Scorecard See Scorecard: View Curriculum Report Using Scorecard: Culturally Responsive-Sustaining STEAM Curriculum Scorecard See Scorecard: View Curriculum Report Using Scorecard:

Curriculum is what students learn in school and how they learn it. It includes the subjects they study, like math, science, and history, as well as the books, lessons, and activities teachers use to help them understand these topics. Curriculum also includes the skills students practice, such as problem-solving, teamwork, and critical thinking. Schools decide what to teach based on state or national guidelines, but teachers may adjust lessons to fit their students' needs.

Download the Scorecards, the toolkit to conduct your own scoring party (Curriculum evaluation) or contact Dr. Leah to help you plan your own Scoring Party. Visit the contact page and select Curriculum Evaluation.

Culturally responsive sustaining education is defined as “a cultural view of learning and human development in which multiple expressions of diversity (e.g., race, sexual orientation, gender, social class, etc.) are recognized and regarded as assets for teaching and learning” (NYSED, 2019). The foundations of CRSE are largely rooted in Gloria Ladson-Billings’s, Geneva Gay’s, and D’Jango Paris’s scholarship around culturally relevant pedagogy, culturally responsive teaching, and culturally sustaining pedagogy (Ladson-Billings, 1994, 1995; Gay, 2000; Paris, 2012). Research studies documented several positive outcomes of culturally responsive education, including increased standardized test scores, higher attendance rates, higher graduation rates, greater student engagement, and improved teacher-student relationships (Aronson & Laughter, 2016).