The School Climate - Student Achievement Connection

Abstract


 
 
 
 This study examined the relationship between school climate and student achievement rat- ings in urban school districts in five states (N =230). Many educators view school climate and student achievement as separate considerations. However the results of this study suggest that climate and student achievement were highly related. In fact, the quality of the climate appears to be the single most predictive factor in any school’s capacity to promote student achievement. The findings of the study suggest a se- ries of general and theoretical implication for the field of education. It appears that the use of practices that promote a “psychology of success” lead to greater achievement and higher quality climate, and those that promote a “psychology of failure” lead to under- performance.
 
 
 

The relationship between school and classroom climate, and academic achievement: A meta-analysis

“…School climate has been linked to connectedness to school (Loukas et al, 2006), self-esteem (Way et al, 2007), out-of-school suspensions (Huang & Cornell, 2018), and academic, behavioral and socioemotional adjustment (Brand et al, 2003). It has been highlighted in the literature that school climate is related to students' academic achievement, and there is a great deal of research on this issue (Alhosani et al, 2017;Chen & Weikart, 2008;Konold et al, 2018;Shindler et al, 2016;Wang & Holcombe, 2010).…”

“…Despite the significance of classroom climate for shaping teaching and learning, there is not yet consensus on its definition; however, it is widely accepted that classroom climate is a multidimensional concept (Wang et al, 2020). Classroom climate, in broad terms, refers to “the dynamics of classroom interaction, the relationships in the classroom and the nature of the learning environment” (Slee & Skrzypiec, 2016, p. 96). The multidimensionality of classroom climate is reflected in the literature in that different elements or components are highlighted by scholars to define or explain the concept.…”

“…Positive classroom climates involve clear rules, high academic expectations, and elements such as respect, emotional safety, cooperation, and caring (Slee & Skrzypiec, 2016). According to Adelman and Taylor (2005), classroom climate includes concepts such as social attitudes, staff and student morale, power, control, guidance, support and evaluation structures, communicated expectations, competition, safety, orderliness, accountability of demands, curricular and instructional practices, and social system organization, all of which can be grouped into the dimensions of relationship, personal development, and system maintenance and change (Adelman & Taylor, 2005).…”

“…In this model, all students, though to varying degrees, experience school climate in similar ways. On the other hand, at individual level, it is thought that students experience the school climate differently, and what is measured is the student's perception (Slee & Skrzypiec, 2016). This difference is also addressed as a moderator variable in the current study.…”

Examining student burnout causes among English as a foreign language students: focus on school climate and student growth mindset

“…It encompasses all internal aspects that distinguish between different types of schools and have a profound impact on behavior in schools (Hoy and Miskel, 2012). The promotion of a highquality climate is influenced by factors such as teaching practices, achievement objectives, curriculum, and teacher development (Shindler et al, 2016). The significance of second language (L2) learning in school has prompted numerous researchers to examine the impact of school climate on students' academic achievement and motivation for learning.…”