There is concern that the nation's schools are not preparing students to excel in science, technology, engineering, and mathematics (STEM) fields. At both precollege and postsecondary levels, much effort is needed to create and implement powerful STEM curricula, prepare and support highly qualified teachers, deliver effective instruction, and give diverse groups of students rigorous and engaging STEM educational experiences throughout their school years. There is a powerful need to promote STEM education that includes high-quality scientific content, effective pedagogy, and sensitivity to equity and diversity concerns. Given the pressing needs for a high-quality STEM workforce and the unremarkable impact of traditional efforts to improve the pipeline, it seems time to invest maximum effort in understanding what strategies are effective in increasing active participation in STEM fields; develop some bold and innovative approaches to STEM education that are based on new ways of thinking about science, education, and diversity; and systematically test the quality, impact, and effectiveness of these new strategies. The authors' work responds to the need for evaluation approaches and strategies that can meaningfully contribute to enhancing STEM educational excellence "and" equity. Distinctively, their educative, values-engaged evaluation approach: (1) defines STEM educational quality at the "intersection" of STEM content, pedagogy, and diversity; and (2) is inclusive of and responsive to multiple perspectives and interests in STEM education while simultaneously mandating engagement with values of equity and justice. Application of the framework will result in an answer to the question, Which STEM programs work well, for which individuals, under what circumstances, and in what ways? In this article, the authors explain the conceptual and practical underpinnings of their approach to evaluation. They then present an example in which they illustrate its application to a particular STEM program. (Contains 1 figure.)