Despite attention to cultural considerations in teacher education, curriculum development, and educational policy making and analysis, evaluation remains the last bastion of ethnocentrism in educational evaluation. Evaluators should accept the challenge of finding new ways to explore educational successes within various cultural contexts. More democratic and culturally appropriate parameters for evaluation can result if the following policy recommendations are implemented: (1) participants in a democratic evaluation (parents, students, and teachers) should use their language of choice in providing input; (2) perceptions of those affected by the educational process should be incorporated into evaluation goals; (3) cultural values should receive high priority; (4) studies to establish cultural taxonomies should be incorporated; (5) evaluation methods and instruments should be developed in conjunction with participants in the educational process; (6) evaluation design and methods should parallel group processes being evaluated; (7) results of educational evaluations should not be published as a negative reflection on the communities involved; (8) shared group ideals should identify enlightened self-interest procedures for community education; and (9) evaluations that contribute to open futures for multiple cultures should set parameters for new educational evaluation and research paradigms. Only community participation can make educational evaluation part of the democratic process. (SLD)