This paper addresses prior calls to better understand the impacts of asset-based pedagogical practices, specifically practices embedded within a culturally sustaining framework. For the purpose of this synthesis, we adopt inclusive criteria for identifying culturally sustaining pedagogical practices to include scholarship focusing on funds of identity/knowledge, culturally sustaining/revitalizing, and African-centered pedagogical approaches. We consider, in this review, both how the field has conducted research on culturally sustaining pedagogy and what these approaches look like in practice. In most cases, we also considered associated outcomes. This paper provides illustrative examples (and outcomes) of culturally sustaining pedagogical approaches in practice across multiple content areas and student populations. We focus specifically on the methodological approaches employed and data sources used to measure both the cognitive and non-cognitive outcomes of these approaches. Finally, we offer thoughts on future directions of the measurement of the impact of culturally sustaining pedagogical approaches.
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