Educational Climates of High Schools: Their Effects and Sources

Abstract

This contextual analysis demonstrates that (1) a number of dimensions of the educationa climates of schools have moderate effects on the mathematics achievement and college plans or students, with relevant individual attributes controlled; (2) several indicators of "intellectual" or "cultural" facilities of the community and measures of school curriculum and facilities do not qualify as sources of variations in climate effects; and (3) the degree of "parental involvement in and commitment to the school" is the ore contextual variable which is a source of climate effects. The educational implications of the results are discussed.