Doctor of Education (Ed.D.)
The purpose of this study was to examine district climate and explore its relationship to school climate. It also explored the relationships of these factors to student achievement in districts with low- and high-poverty elementary schools. Instruments used included the School Climate Index and the District Climate Index.;This was a quantitative correlational study that examined the possible relationships between district climate, school climate and student achievement on the 2007 Standards of Learning assessments for grades 3, 4, and 5 English (reading, research and literature) and mathematics in 25 low- and 44 high-poverty elementary schools in 36 Virginia districts. A Pearson r was used to determine the relationship between the constructs and was computed with a significance level of p < .01. The Independent-Samples t Test procedure compared the means for school climate and district climate in low- and high-poverty schools and the means for mean scale scores on SOL assessments in low- and high-poverty schools.;Significant relationships were found between district climate and school climate and between the constructs of district climate and school climate in all schools and in high-poverty schools. No significant relationships were found between district climate and student achievement; however, relationships were found between school climate and student achievement and the constructs of school climate and student achievement.
© The Author
Smith, Kathleen M., "The impact of district and school climate on student achievement" (2008). Dissertations, Theses, and Masters Projects. William & Mary. Paper 1539618795.