Authors: Dr. Leah Q. Peoples, Dr. Andolyn Brown, Dr. Maria G. Hernandez, Reed Swier, Dr. Leigh McCallen

“I’ve never seen scores that have so many positives. Nothing I’ve ever scored has landed a positive score at the end. Never.” - Curriculum Reviewer

Historically, most K-12 curricula can be characterized by a lack of cultural representation and inclusion of students and families holding marginalized social identities. 

In this report, we summarize findings from an evaluation of five curricula nominated by educators, practitioners, and community members in the field as culturally responsive to identify what culturally responsive curricula looks like in practice. 

The findings of this report highlight an important shift in curriculum from old ground curricula characterized by lack of representation and inclusion towards new ground curriculum rooted in cultural responsiveness. In naming the characteristics of new ground curriculum the findings indicate moving the needle towards culturally responsive new ground curriculum includes: 

• Increased representation of historically marginalized groups, 
• Asset-based narratives about characters and historical figures, 
• Content that is explicitly linked to students’ lived experiences and local communities, and
• Teacher materials that support educators to implement culturally-responsive strategies effectively.

Despite these significant advancements, the evaluation surfaced persistent gaps that define the next frontier of development. To move closer to full cultural responsiveness, the field must broaden representation to include the complex intersections of identity—such as neurodiversity, varied family structures, and linguistic backgrounds—which are often still overlooked. There is also a critical need to evolve family engagement from merely informing parents and caregivers,  to inviting them into the co-construction of knowledge as true pedagogical partners. Perhaps most importantly, future materials must provide more robust support for educators to engage in the deep work of identity excavation, helping them unpack their own internal biases before leading students in critical discourse.

Ultimately, the findings from these field-nominated curricula show that a more just educational future is possible. The shift away from the Old Ground is already underway, translated through the perceived intentionality and substantial improvements seen in the New Ground curriculum examples. By maintaining these shifts and committing to the deeper work of intersectional representation and community collaboration, developers, administrators, and educators can ensure curriculum serves as a tool for liberation. The journey from being culturally aware to truly culturally responsive is a collective responsibility, requiring a commitment to constant growth and the courage to challenge the status quo.