The Relationship Between School Climate and Student Achievement in Low Socioeconomic Schools

In this quantitative study the researcher examined the relationship between teacher and student perceptions of school climate and the factors of collaborative teaching, instructional practice, school leadership, and supportive environment to student achievement in low socioeconomic schools. The researcher used secondary archived survey data of seven secondary middle schools in a large urban school district in Florida. Accountability measures are greatly influenced by an understanding of the variables that are instrumental in achieving high standards in academics (Finnagan & Daly, 2012). Educators and students in low socioeconomic settings are plagued with disproportionate performance measures that create an exorbitant amount of stress and pressure on all stakeholders (Eckert, 2013). School district leaders and administrators should evaluate stakeholder perceptions and refine school climate systems that identify needs, and nurture and support educators and students, with the understanding that instructional improvement is grounded in student achievement and the research-based assertion of a relationship between school climate, effective teaching, and academic performance. The researcher found a nonsignificant positive relationship among student and teacher perceptions of school climate and the factors of collaborative teaching, instructional practice, school leadership, and supportive environment to student achievement in low socioeconomic schools