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Essential or Expendable Supports? Assessing the Relationship between School Climate and Student Outcomes
Klugman, Joshua
Klugman, Joshua
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Journal article
Date
2017-01-10
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Sociology
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DOI
https://doi.org/10.15195/v4.a2
Abstract
Sociologists of education argue that school organizational practices and climates influence students’ academic outcomes. The predominant measure of school climates are aggregated student and teacher survey reports, which are diffusing into official educational statistics. Unfortunately, most studies are unable to rigorously assess the causal effects of these measures of school organization. This study does so by examining the effects of school climate experienced in grades 4–8 by different cohorts of students in Chicago Public Schools (CPS). Improvement in school climates has small positive associations with students’ eighth grade test scores and null to minimal associations with students’ chances of on-time ninth grade promotion and high school graduation.
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Citation
Klugman, Joshua. 2016. “Essential or Expendable Supports? Assessing the Relationship between School Climate and Student Outcomes.” Sociological Science 4: 31-53.
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Society for Sociological Science
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Sociological Science, Vol. 4
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