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The Role of School Climate in School Turnaround

Erica Harbatkin,
Jason Burns,
Samantha Cullum

School climate is critical to school effectiveness, but there is limited large-scale data available to examine the magnitude and nature of the relationship between school climate and school improvement. Drawing on statewide administrative data linked with unique teacher survey data in Michigan, we examine whether school climate appeared to play a role in the effects of a state-level school turnaround intervention. Using comparative interrupted time series models and descriptive mediation analysis, we find that students in schools with more positive school climate appeared to fare better than their peers in schools with less positive climate. Certain elements of climate—relational trust and school leadership—also mediated the effect of turnaround on student achievement. Our findings have implications for school improvement planning, for the design of evaluations of school turnaround initiatives, and for data collection by states aiming to improve their lowest performing schools.

Keywords
school turnaround, school climate, school improvement
Education level
K-12 Education
Topics
Student Well-Being and Mental Health
Tags
School climate and culture,
Belonging,
Student engagement
Download 07/2023
Document Object Identifier (DOI)
10.26300/a61h-c175
EdWorkingPaper suggested citation:
Harbatkin, Erica, Jason Burns, and Samantha Cullum. (). The Role of School Climate in School Turnaround. (EdWorkingPaper: -817). Retrieved from Annenberg Institute at Brown University: https://doi.org/10.26300/a61h-c175

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