Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms

Author/Creator ORCID





Citation of Original Publication

Stephanie M. Curenton, Iheoma U. Iruka, Marisha Humphries, Bryant Jensen, Tonia Durden, Shana E. Rochester, Jacqueline Sims, Jessica V. Whittaker & Mable B. Kinzie (2020) Validity for the Assessing Classroom Sociocultural Equity Scale (ACSES) in Early Childhood Classrooms, Early Education and Development, 31:2, 284-303, DOI: 10.1080/10409289.2019.1611331


This is an Accepted Manuscript of an article published by Taylor & Francis in Early Education and Development on 16 May 2016, available online:



Research Findings: The purpose of this study was to refine and validate the Assessing Classroom Sociocultural Equity Scale (ACSES), an observation tool for measuring equitable sociocultural interactions in early childhood classrooms (pre-K to Grade 3) with racially minoritized learners (RMLs). Preliminary psychometric information from 142 observations across 52 teachers (average of 2 videos per teacher) provided internal consistency and validity information. Our analyses resulted in a significant and highly reliable 5-factor solution comprising 33 items. These five factors are: Challenging Status Quo Knowledge, Equitable Learning Opportunities for RMLs, Equitable Discipline, Connections to Home Life, and Personalized Learning Opportunities. Concurrent and divergent validity between ACSES and the Classroom Assessment Scoring System (CLASS) indicated these factors are associated with distinct aspects of classroom interactions. Lastly, correlations between teacher socio-demographic (age and race/ethnicity) and professional (years teaching, education, and major) characteristics and ACSES factor scores were considered. Practice or Policy: Results are discussed in relation to research contributions of the measure as well as pre-service education and in-service professional development for teachers.