Term of Award
Fall 2017
Degree Name
Doctor of Education in Educational Leadership (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department
Department of Leadership, Technology, and Human Development
Committee Chair
Dan Calhoun
Committee Member 1
Teri Melton
Committee Member 2
Juliann McBrayer
Abstract
Increasingly public schools in the United States are finding that factors beyond curriculum and instruction impact student achievement. Much research has been conducted on the relationship between school climate and student achievement (Cohen, McCabe, Michelli, & Pickeral, 2009; Guo & Higgins-D’Alessandro, 2011). This study set out to determine if there was a correlation between school climate and student achievement in middle schools in the Central Savannah River Area Regional Educational Service Agency region in the state of Georgia. Findings from this quantitative study indicated that there is a statistically significant, positive relationship between school climate and student achievement in middle schools in this region. Discussion and implications of the findings suggest practical recommendations for schools to implement changes were needed. Recommendations for future research include expanding the research to elementary and high schools as well as other regions of Georgia.
Recommended Citation
Greenway, G. (2017) The relationship between school climate and student achievement. Doctoral dissertation, Georgia Southern University.
Research Data and Supplementary Material
No
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons
