The present study is a systematic review of school climate measures developed for a Spanish-speaking K-12 population. Four instruments were included in the analyses representing data of 9,236 students with a mean of sample size of 2,309 students. Evidences for test content and internal structure were the most frequent representation of psychometric validity. Internal consistency, represented by Cronbach’s alpha, ranged between 0.62 and 0.94. In addition, three instruments were translated from scales developed in the United States as evidence for test content validity. The findings of validity evidence, internal consistency, and context will guide school counselors in deciding the appropriate school climate measure to use among United States Latina/o students in Spanish. Consequently, the school climate assessment will compel school stakeholders to use results to advocate for the growth and inclusivity of Latina/o students.

中文翻译：

---

测量讲西班牙语的学生的学校气候：主要方法学研究的系统综述

本研究是针对讲西班牙语的K-12人口开发的学校气候措施的系统综述。分析中包括四种工具，代表了9,236名学生的数据，平均样本量为2,309名学生。考试内容和内部结构的证据是心理计量学有效性的最常见代表。内部一致性（用Cronbach的alpha表示）介于0.62和0.94之间。此外，从美国开发的量表中翻译了三种工具，作为测试内容有效性的证据。有效性证据，内部一致性和环境的发现将指导学校辅导员决定在西班牙语中的美国拉丁裔学生中使用的合适的学校气候措施。所以，