Developing and Validating Multiperspectival Measures of Culturally Responsive Schooling

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Abstract

This paper describes the development and validation of a series of rubrics to assess schools’ engagement with four key dimensions of culturally responsive schooling from the perspectives of different school stakeholders, including school leaders, teachers, students, and parents/caregivers. The rubrics, based on the principles of the New York State’s Culturally Responsive-Sustaining Education Framework, depict developmental progressions of key aspects of school and classroom cultural engagement. The rubrics underwent a two-phase validation process including a small-scale piloting and a large-scale field trial of over 2000 stakeholders from 120 schools. The initial results indicate adequate levels of reliability, that the major sources of variability were related to properties of the rubrics themselves, and that there was moderate concurrent validity with existing measures.

Authors

• Lisa A. Keller, University of Massachusetts - Amherst

• Constance A. Lindsay, University of North Carolina - Chapel Hill

• Cailen O'Shea, North Dakota State University

• Jonathan A. Supovitz, University of Pennsylvania