This paper examines implications of using culturally-responsive and transformative approaches to increase our understanding of how evaluation can contribute to improving outcomes for underrepresented students. Increasingly, evaluators recognize that cultural understanding is needed to derive meaning from student performance and measure changes over time. Yet cultural competence is arguably a minimum expectation of responsiveness to community norms and values. In projects such as those with American Indian students, evaluators should also be attentive to ways in which evaluation "gives-back" to students, enhancing their understanding or skills, and building on successes. This reciprocity in evaluation seeks to find methodologies enabling project leaders and evaluators to gauge the influence of a given project while simultaneously helping participants grow. Using the example of Salmon Camp Research Teams funded by the National Science Foundation, the paper discusses methodologies for data collection that have positively influenced participating students (all of whom have American Indian affiliation). #MultiethnicIssuesinEvaluation #2009Conference #Prek-12EducationalEvaluation #Collaborative,ParticipatoryandEmpowermentEval #EnvironmentalProgramEvaluation #EvaluationUse #IndigenousPeoplesinEvaluation