A Multilevel Model of the Association between School Climate and Racial Differences in Academic Outcomes

Autor/inn/en	Jones, Tiffany M.; Fleming, Charles
Titel	A Multilevel Model of the Association between School Climate and Racial Differences in Academic Outcomes
Quelle	In: Psychology in the Schools, 58 (2021) 5, S.893-912 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jones, Tiffany M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22477
Schlagwörter	Hierarchical Linear Modeling; Educational Environment; Racial Differences; Academic Achievement; Student Attitudes; Elementary Secondary Education; Equal Education + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Rassenunterschied; Schulleistung; Schülerverhalten
Abstract	This study examined the relationships between school-level school climate and race differences in student grades, accounting for school sociodemographic composition. We found that schools with more positive school climates had smaller race differences in student self-reported grades. The moderating effect of school climate remained after accounting for the sociodemographic composition of the school and students' own perceptions of climate at their school. This moderating effect was confounded by school grade band (i.e., elementary, middle, or high) since perception of positive school climate was lower in middle and high schools than in elementary schools. Despite the difficulty of disentangling school climate from grade band, the findings suggest school improvement strategies focused on school climate may promote racial equity in academic outcomes. School practitioners' efforts to improve the school climate may also contribute to racial equity in academics. [This article was co-authored by the Research and Evaluation Team.] (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01