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26). In Model 1, we found a significant positive main effect of ethnicity [b = 48.20, SE = 6.29, t(656) = 7.67, p t(656) = ?1.81, p = 0.07], but unexpectedly no cross-level interaction Alizarin effect on students' performance (p = 0.81; see Table ?Table2).2). In Model 2, all variables reached significance (all ps Fulvestrant effect of the percentage of Turkish-origin students in the classroom and ethnicity on performance (p = 0.51). The main effect of the classroom-level percentage of Turkish-origin students affects the performance of all students [b = ?63.64, SE = 21.62, t(651) = ?2.94, p = 0.003]. That means a 10% increase in the proportion of Turkish-origin students in the classroom is associated with a performance decrease across all groups of 6.36 points, which indicates a rather small effect. Moreover, the main effect of the student-level ethnicity predicts performance [b = 26.99, SE = 6.19, t(657) = 4.36, p with German students. Model 3 explains 18.5% of the variance in reading performance among students. Table 2 Regression results for reading performance and sense of belonging. Sense of belonging In the present study, the mean sense of belonging score differed between the two ethnic groups (Germans: M = 3.29, SD = 0.54; Turkish-origin migrants: M = 3.38, SD = 0.51), t(9213) = 3.75, p > 0.001. The buy SB203580 vast majority of variance in sense of belonging was on the individual level, with only 3% of the variance between classrooms (ICC = 0.03). In Model 1, as predicted, the main effect of percentage of Turkish-origin students [b = 0.59, SE = 0.15, t(656) = 4.08, p