The purpose of this proposal is to evaluate the psychometric properties (i.e., reliability, validity) of the Assessing Classroom Sociocultural Equity Scale (ACSES) three sub scales, the Global, Snapshot, and Voice sub scales. ACSES is a classroom observation measure designed to capture the experience of racially and ethnically diverse learners in early childhood classrooms (grades Pre-K-3rd). ACSES has the potential to revolutionize the early education field because it is one of the few measures to empirically operationalize, document, and systematize inter-reliability for what scholars in the field describe as culturally responsive/relevant, anti-bias pedagogy. There is a need for program leaders, schools and teachers to have access to measures that provide information about how sociocultural equitable learning in the classroom can provide support for historically underserved children of color. The principal investigator for this project is Stephanie M. Curenton, Ph.D., from Boston University.