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0; Raudenbush et al., 2011) to conduct multilevel analyses with two levels (student- and classroom-level). In so doing, we were able to differentiate effects of individual and context variables by estimating a regression equation for each school class (Snijders and Bosker, 1999). For our analyses, we conducted three successive regression models each with reading performance and sense of Afatinib belonging as dependent variables. In Model 1 we examined the relationship between ethnic classroom composition (i.e., percentage of Turkish-origin students) and performance and sense of belonging, respectively, for Turkish-origin and German students. To do so, we included ethnicity (dummy-coded: Turkish-origin vs. German students) at the student level and percentage of Turkish-origin students calculated as an index (varying between 0 and 1) at the classroom level as well as the cross-level interaction between ethnicity and Turkish-origin students' percentage in this model. In Model 2, we additionally controlled for SES, grade, and non-German languages spoken at home at the student level. In Model 3, we tested whether the cross-level interaction effect remains significant when controlling for SES, grade, school type, and proportion of other migrant students at the classroom level. All dummy variables (coded 0 and 1) at both levels and the percentages of Turkish-origin and other migrant students (varying between 0 and 1) used in our models were uncentered, student-level variables were group-mean centered, and classroom-level variables were grand-mean centered. The multilevel regression model find more was a random-slope regression model. The equation for the model including all predictors simultaneously (Model 3) is as follows: Reading=��00+��10��ethnicityij+��20��SESijperformanceij+?��30��gradeij+��40��non-German?languagesij+?��01��percentage?Turkish-origin?studentsj+?��02��SESj+��03��gradej+��04��Gesamtschulej+?��05��Mittelschulej+��06��percentage?ofother?migrant?studentsj+��11��ethnicityi��percentage?Turkish-origin?studentsj+?u0j+?u1j��ethnicityj+u2j��SESj+u3j��gradej+u4j��?non-German?languagesj+rij Sitaxentan The indices i and j refer to students and classrooms, respectively. The same multilevel regression model was used for sense of belonging. Results Preliminary analysis We first tested the independence of our dependent variables. The results showed that reading performance and sense of belonging were merely weakly correlated for Turkish-origin and German students, respectively (r = 0.09, p = 0.043; r = 0.02, p = 0.023). Thus, reading performance and sense of belonging can be analyzed as two independent outcomes (Cohen et al., 2013). Reading performance In general, the mean reading performance differed between German (M = 474.61, SD = 65.02) and Turkish-origin students (M = 415.60, SD = 66.77) in our sample, t(9213) = ?19.95, p