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EL-classified students report a similar or slightly higher overall belonging than never and formerly EL-classified peers, yet show variation in perceptions of school climate within belonging constructs. EL survey language correlates weakly with outcomes once demographics and school contexts are controlled. Findings inform K–12 policies, practices, and research supporting inclusive educational environments.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/belonging-do-students-classified-as-english-learners-feel-included/591261/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/belonging-do-students-classified-as-english-learners-feel-included/591261.png","ImageObject",300,407,{"name":92,"@type":93},"eBook King","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study describe students classified as English learners’ sense of belonging compared with other groups?","Question",{"text":112,"@type":113},"EL-classified students reported a similar sense of belonging to never and formerly EL-classified peers, and in some cases a slightly higher sense of belonging overall.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role does school climate play in the findings?",{"text":117,"@type":113},"Within belonging constructs, students classified as ELs varied in their perceptions of school climate, indicating differences that go beyond overall belonging ratings.",{"name":119,"@type":110,"acceptedAnswer":120},"Does the language used for the survey matter for the outcome measures?",{"text":121,"@type":113},"Current EL-classified students who took the survey in English were more positive, but once demographics and school contexts were held constant, survey language showed only a weak relationship with the outcome measures.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591261,1792144931,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962088006270,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","AERA Open  \nJanuary-December 2023, Vol. 9, No. 1, pp. 1–17 DOI: 10. 1177/23328584231179171  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2023. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nbELonging: Do Students Classified as English Learners Feel Included?  \nRachel S. White  \nUniversity of Tennessee  \nJack Schneider  \nUniversity of Massachusetts Amherst  \nMadeline Mavrogordato  \nMichigan State University  \nIn this article, we analyze student survey data related to sense of belonging and relationships with teachers and adults within and across the fastest growing subgroup of K–12 public school students: students classified as English learners (ELs).  \nStudents classified as ELs in our study, overall, felt a similar sense of belonging, or slightly higher sense of belonging than their never and formerly EL-classified peers; however, within the sense of belonging constructs, students classified as ELs varied in their perceptions of school climate. Additionally, current EL-classified students who took the survey in English were more positive than those who took the survey in another language; however, once student demographics and school contexts were held constant, survey language was weakly related to our outcome measures. We conclude by discussing how our findings can guide K–12 education policies, practices, and research to foster inclusive educational environments.  \nKeywords: emergent bilingual, learning environments, ANOVA/MANOVA, correlational analysis, survey research  \nIntroduction  \nFor more than a decade, federal policy inducements focused on measuring and communicating the quality of America’s K–12 public schools have been based primarily on students’ performance on state standardized assessments (e.g., No Child Left Behind Act, 2002) . However, policy changes under the Every Student Succeeds Act (2015) prompted districts as well as state and federal government to develop, invest in, and implement policies and programs that emphasize a more holistic view of measuring and communicating school quality. As a result, a number of districts and states added data on school climate to their public-facing web pages that report out on school and district performance. For example, in 2018, Rhode Island rolled out new school and district report cards that include data from the state’s annual school climate and culture survey. Beginning in 2019, the Illinois Report Cards included data on all components ofa school climate survey for every school in the state. Researchers, practitioners, and policymakers alike have begun to explore, develop, implement, and evaluate various aspects of non-test-based measures of school quality. And although much research has focused on measuring student  \nachievement and closing achievement gaps among student groups (e.g., Decker & Bolt, 2008; Polikoff, 2016; Porter & Gamoran, 2002), very little research focuses on the nuances of measuring school climate, a relatively new measure of school performance.  \nBeyond an environment for academic learning, school is indeed a place where children learn to engage in and form positive social relationships (Cohen et al., 2009) . The climate of a school substantially influences if and how these relationships are fostered and grown, while also impacting student achievement (Hoy et al., 2006; MacNeil et al., 2009) . While there is no universal definition of school climate, most definitions include a component related to interactions between students and between students and adults (Brookover et al., 1978; Esposito, 1999) . As such, two important components of school climate are (a) the sense of belonging students feel among their peers and (b) students’relationships with teachers and other adults in their school.  \nSense of belonging and student-teacher relationships are important contributing factors to students’ academic, behavi","cbCaicYpzt5PCi6n","https://ap.wps.com/l/cbCaicYpzt5PCi6n","pdf",522336,17,"English","# Introduction\n## School climate and sense of belonging\n## Student-teacher relationships and outcomes\n## Measuring school quality beyond standardized tests\n## Focus on English learners (ELs)","[{\"question\":\"How does the study describe students classified as English learners’ sense of belonging compared with other groups?\",\"answer\":\"EL-classified students reported a similar sense of belonging to never and formerly EL-classified peers, and in some cases a slightly higher sense of belonging overall.\"},{\"question\":\"What role does school climate play in the findings?\",\"answer\":\"Within belonging constructs, students classified as ELs varied in their perceptions of school climate, indicating differences that go beyond overall belonging ratings.\"},{\"question\":\"Does the language used for the survey matter for the outcome measures?\",\"answer\":\"Current EL-classified students who took the survey in English were more positive, but once demographics and school contexts were held constant, survey language showed only a weak relationship with the outcome measures.\"}]","bELonging: Do Students Classified as English Learners Feel Included? | PDF",1792071450,43]