

We hope that this tool will provoke thinking about how students should learn, what they should learn, and how curriculum can be transformed to engage students effectively. To create this tool, we drew upon a wide variety of existing resources, including multicultural rubrics, anti-bias rubrics, textbook rubrics, and rubrics aimed at creating cultural standards for educators, determining bias in children books and examining lesson plans (ADEED, 2012; Aguilar-Valdez, 2015; Grant & Sleeter, 2003; Lindsey et al, 2008; NCCRES, 2006; Rudman, 1984; World View, 2013). We supplemented those with additional questions to provide a more comprehensive tool.
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PDF of Scorecard STEAM Scorecard for the Web Submit Scorecard ResultsUse the buttons below to download the scorecard
Scorecard In English Scorecard in En Español Share Your Scorecard ResultsPeople use the word “curriculum” to mean very different things. In this context, curriculum means the detailed package of learning goals; units and lessons that lay out what teachers teach each day and week; assignments, activities and projects given to students; and books, materials, videos, presentations, and readings used in the class. Curriculum can take the form of a textbook and teacher’s manual bought from a publisher, a notebook of lesson plans pulled together from various sources, or a reading list with a packet of matching activities created by teachers. Curriculum is different from a syllabus, which is an outline of the topics covered in the class; a booklist, which is a list of readings without activities; and standards, which are the expectations for what students should know at each grade level. Standards are what students should know and be able to do, and curriculum lays out how students will learn to do it.
We have designed this scorecard so that it can be customized to the context and conditions of your school district and campaign. Completing the entire document will give you the most comprehensive analysis of how culturally responsive your curriculum is. If you don’t have the time or capacity to do that, you can complete an individual section and get a more limited assessment. We designed this specifically with K-12th grade English Language Arts and STEAM subject curricula in mind, but feel free to try it with other grades and subjects as well. If your school doesn’t have a set curriculum, you can also use this tool to assess the diversity of the school or classroom library.
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In 2019, the Education Justice Research and Organizing Collaborative (EJ-ROC) at the NYU Metro Center conducted a demographic analysis of 15 commonly-used English Language Arts curriculum and booklists from 3-K and Pre-K through 8th grade, and found that White authors and characters are wildly over-represented in proportion to the student population. Of the 1,205 books we analyzed, 1,003 books were by white authors yet white students represent only 15% of NYC’s student population. This is nearly five times more books than by all authors of color combined.
Read the full report, Diverse City, White Curriculum: The Exclusion of People of Color from English Language Arts in New York City, conducted by the NYU Metro Center and released by the NYC Coalition for Educational Justice.
If you have any questions or need help with the CRC Scorecard, please email us at nyu-ejroc@nyu.edu or tweet us @nyu_ejroc.
This tool provides key questions that Scorecard facilitators (and those accountable for moving classrooms and schools toward cultural responsiveness) should address as they prepare for their next steps. The questions are designed to encourage a critical reflection on the process of scoring, identifying systemic barriers, opportunities, and supports for CRE curriculum, considerations for getting to CRE curriculum, and planning next steps.