The Relationship Between School Climate And Math And Reading Achievement

Abstract

Character education programs, at their best, positively influence school climate, thereby enhancing learning and academic performance. This study reports the relationship between aspects of school climate as reported on student, teacher/staff, and parent surveys and third and fourth grader’s scores on the state standardized tests of reading and mathematics. Results indicate that school climate, as represented in students’ perceptions of the classroom community, their sense of well being, and their concern for others, are strongly related to mathematics and reading proficiency. Teacher and staff feelings of belonging, and of leadership support, and a common assessment of school climate as positive, and having a spirit of collaboration, all show strong associations to proficiency in either math or reading. This is support for investing in school climate as an additional way of optimizing student academic performance.

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