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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2025. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nMeasuring Student Voice Practices: Development and Validation of School and Classroom Scales  \nJerusha Conner  \nVillanova University  \nSamantha E. Holquist  \nChild Trends  \nDana L. Mitra  \nPennsylvania State University  \nAshley Boat  \nSearch Institute  \nEducational leaders and teachers are increasingly embracing the concept of student voice and implementing student voice practices (SVPs) in schools and classrooms. This study presents the validation of two SVPs scales that together reflect the state of SVPs in a school. One 17-item scale focuses on teachers’ SVPs, and the other 11-item scale addresses school-level SVPs. Exploratory and confirmatory factor analyses using a randomly divided sample of 1,751 students from four schools revealed both scales to be multidimensional, consistent with theory. Each scale also showed strong reliability, convergent validity with student-teacher relationships, and concurrent validity with academic engagement. Measurement invariance testing demonstrated that the scales are invariant by gender and racial and ethnic background. The SVPs scales can advance research on student voice in schools by helping to clarify the enabling conditions and the effects of practices that give students a say in improving their educational experiences.  \nKeywords: classroom research, high schools, instructional practices, learning environments, factor analysis, measurements, survey research, student voice, student engagement, student–teacher relationships, scale validation, school culture  \nIntroduction  \nWhether they are filling out feedback forms for their teachers, participating in their principal’s advisory council, collaborating with teachers and administrators on decisionmaking committees, or organizing to demand change to their school’s policies or practices, students are increasingly using their voices to drive improvements in their classrooms and schools. Indeed, the concept of student voice has gained greater visibility and uptake over the last two decades (Benner et al., 2019; Hendrie, 2023; Mockler & GroundwaterSmith, 2014) . The term student voice refers to “a heterogeneous array of programs and practices that incorporate an active student role in the identification of needs in their schools, decisions about improvement strategies and  \npriorities, and decisions about strategy implementation and evaluation”(Giraldo-Garcia et al., 2021, p. 52). As GuzmanValenzuela (2024) showed, research on student voice has expanded rapidly in recent years, reflecting a surge in student voice practice.  \nDespite advances in student voice research (Brasof & Levitan, 2022; Cook-Sather, 2018), theory (Cook-Sather & Mathews, 2023; Holquist et al., 2023; Pearce & Wood, 2019), and implementation (Giraldo-García et al. 2021; Mitra, 2021), and despite growing interest in the concept from policymakers and funders, the field lacks a validated measure for assessing the extent and quality of student voice practices (SVPs) in a school. Such a measure is needed not only so that schools can assess and track this facet of their culture overtime but also so that the field can gain a deeper understanding  \nCreative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License  \n([https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/)) which permits any use, reproduction and distribution of the work without further  \npermission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nConner e","cbCaisAZY5DKajp5","https://ap.wps.com/l/cbCaisAZY5DKajp5","pdf",523246,"English","# Introduction\n## Conceptualizing SVPs in School\n### Opportunities","[{\"question\":\"What is the goal of the study on student voice practices (SVPs)?\",\"answer\":\"To develop and validate scales that measure SVPs in a school and clarify the enabling conditions and effects of these practices.\"},{\"question\":\"How many items are in each of the two SVP scales?\",\"answer\":\"One teacher-focused scale has 17 items, and one school-level scale has 11 items.\"},{\"question\":\"What evidence supports the scales’ validity and reliability?\",\"answer\":\"Factor analyses indicate multidimensional structure, and the scales show strong reliability, convergent validity with student-teacher relationships, concurrent validity with academic engagement, and measurement invariance by gender and racial/ethnic background.\"}]","Measuring Student Voice Practices - Development and Validation of School and Classroom Scales | PDF",1792069345,48]