This article discusses the school engagement literature and offers a conceptual framework with the intention of developing a common terminology to more efficiently organize research and practice. Three distinct perspectives are outlined in relation to school engagement: psychological, educational, and developmental. Four main contexts of school-based engagement are identified, including the student, peers, classroom, and the school environment. Although some researchers have focused on students at risk for negative developmental outcomes, the proposed model postulates that all youth benefit from school engagement. Overall, the intent of this new framework is to support efforts to promote positive student outcomes, increase psychosocial competence and efficacy, and promote life-long learning.

This article describes the development of the Latino/a Values Scale (35 items, 14 reverseworded). Evidence of reliability and validity are presented on the basis of three studies. An examination of the factor structure of the items suggests the presence of the following dimensions: cultural pride, simpatía, familismo, and espiritismo.

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