The Accuracy Analysis should be completed by those who can assess the accuracy of the health, medical, and scientific information in the curriculum. For example, the analysis team might include health experts, health curriculum specialists, or university researchers who can review the curriculum to ensure the information is scientifically sound, medically accurate, and current.

Questions to consider include:

• Does the curriculum use accurate and appropriate terminology?
• Are data, information, and sources of information current?
• Are data medically accurate?
• Are data represented accurately in charts, graphs, and written text?
• Are statements of fact based on data and sound science rather than anecdotal information or subjective opinion?
• Is information about data sources provided so that the accuracy of data can be verified and facts can be substantiated?
• Are facts and information based on appropriate data? For example, are national trends supported with national data rather than state or local data? Are youth trends supported with youth data rather than adult data?
• Are sources of data clear and credible? Are they from a reputable public health or professional source?

The Acceptability Analysis should be completed by those who know the expectations of the school and community for health education materials; state and local policies, frameworks, and standards that guide health education; and the health education needs of students. The analysis team may include parents or caregivers, students, school board members, school principals, district health education coordinators, physical education and health education teachers, school counselors, and other persons who work with young people.

Questions to consider include:

• Do pictures and graphics avoid promoting biased or stereotypical perceptions of individuals or groups on the basis of personal characteristics such as race, ethnicity, gender, religion, culture, age, or sexual orientation?
• Does the curriculum address the health problems that affect youth, families, and the community?
• Does the curriculum address issues and experiences that are important for improving the health-promoting decisions and practices of the students?
• Does the curriculum make accurate assumptions about students and address their experiences, learning, and developmental needs?
• Does the curriculum recognize important subpopulations of students, make realistic assumptions about them, and address their unique experiences and learning needs?
• Is the language used in the curriculum relevant and appropriate for the students and the community?
• Does the curriculum reflect cultural perspectives and beliefs found in families, the school, and the community?
• Do the curriculum information and learning experiences, such as student-family activities, reflect the diversity of cultures among students and families?
• Does the curriculum acknowledge and support the roles of parents/caregivers, family, and community members in promoting healthy behaviors among youth?

The Feasibility Analysis should be completed by those who know if the curriculum can be successfully implemented in the classroom. An analysis team might include teachers, school administrators, a curriculum coordinator, and the health education coordinator of the school district.

The Affordability Analysis should be completed by those who:

• Know how to purchase, implement, and revise a curriculum;
• Can estimate how much it will cost to change the operating procedures of the school; and
• Can identify available resources to cover the costs of the new curriculum.

The analysis team could include the curriculum coordinator, district business officer, or school administrator.