The Assessment of Culturally and Contextually Relevant Supports (ACCReS) was developed in response to the need for well-constructed instruments to measure teachers’ cultural responsiveness and guide decision-making related to professional development needs. The current study sought to evaluate the presence of differential item functioning (DIF) in ACCReS items and the magnitude of DIF, if detected. With a national sample of 999 grade K-12 teachers in the United States, we examined measurement invariance of ACCReS items in relation to responses from (a) racially and ethnically minoritized (REM) youth and white teachers (teacher race), (b) teachers in schools with 0–50% and 51–100% REM youth (student race), and (c) teachers with <1–5 years of teaching experience and teachers with >5 years of experience. Findings suggested that ACCReS items exhibited negligible levels of DIF. The lack of DIF found provides additional evidence for the validity of scores from the ACCReS to assess teachers’ cultural responsiveness. Furthermore, descriptive analyses revealed that teachers were more likely to agree with items pertaining to their own classroom practice than items related to access to adequate training and support. Results inform implications for future educational and measurement research.

文化和语境相关支持的评估(ACCReS) 的开发是为了满足对构建良好的工具的需求，以衡量教师的文化响应能力并指导与专业发展需求相关的决策。当前的研究试图评估 ACCReS 项目中差异项目功能 (DIF) 的存在以及 DIF 的大小（如果检测到）。通过美国 999 名 K-12 年级教师的全国样本，我们检查了 ACCReS 项目与来自 (a) 种族和族裔少数 (REM) 青年和白人教师（教师种族）的反应相关的测量不变性，(b)学校的教师拥有 0-50% 和 51-100% 的 REM 青年（学生种族），以及 (c) 具有 <1-5 年教学经验的教师和具有 >5 年经验的教师。结果表明，ACCReS 项目的 DIF 水平可以忽略不计。发现缺乏 DIF 为 ACCReS 分数的有效性提供了额外的证据，以评估教师的文化反应能力。此外，描述性分析表明，教师更可能同意与他们自己的课堂实践有关的项目，而不是与获得适当培训和支持相关的项目。结果为未来的教育和测量研究提供了启示。