Research review confirms positive school climates can narrow achievement gaps

https://www.eurekalert.org/pub_releases/2016-11/aera-rrc110116.php

Public Release: 1-Nov-2016
Research review confirms positive school climates can narrow achievement gaps
Researchers call for common definition and measurement of school climate variables
American Educational Research Association

Positive school climates contribute to academic achievement and can improve outcomes for students from low socioeconomic backgrounds, according to a new study published today in Review of Educational Research, a peer-reviewed journal of the American Educational Research Association.

In a comprehensive analysis of research published since 2000, U.S. and Israeli researchers found substantial evidence that schools with positive climates can narrow achievement gaps among students of different socioeconomic backgrounds and between students with stronger and weaker academic abilities.

Broadly speaking, positive school climates are marked by a supportive, caring approach from teachers; a sense of safety from violence and bullying; student connectedness in school; and parental involvement.

"Our analysis of more than 15 years' worth of research shows that schools do matter and can do much to improve academic outcomes," said study co-author Ron Avi Astor, a professor of social work and education at the University of Southern California. "Our findings suggest that by promoting a positive climate, schools can allow greater equality in educational opportunities, decrease socioeconomic inequalities, and enable more social mobility."

The analysis also found no correlation between socioeconomic status and perceptions of school climate. This suggests that schools serving students of lower socioeconomic status do not necessarily have poor climates and that positive climates can be nurtured in these schools.

"Positive school climate has the potential to break the negative influences that stem from poor socioeconomic backgrounds and to mitigate risk factors that threaten academic achievement," said co-author Ruth Berkowitz, an assistant professor of social work at the University of Haifa, Israel. "Evidence-based interventions that support and improve school climate are critically important to efforts around the world to increase educational opportunity for disadvantaged students and schools."

•••••