The Relationship Between Student Perceptions of School Climate Domains and Academic Achievement in Rural Schools
School of Education
Doctor of Education in Educational Leadership (EdD)
school climate, rural schools, Virginia School Climate Survey, student achievement
Education | Educational Leadership
Mason, Robbie W., "The Relationship Between Student Perceptions of School Climate Domains and Academic Achievement in Rural Schools" (2022). Doctoral Dissertations and Projects. 3366.
The purpose of this study was to determine how accurately student achievement in reading could be predicted by student perceptions of certain school climate domains (student support, disciplinary structure, academic expectations, student engagement, and the prevalence of teasing and bullying). Research demonstrated a predictive relationship between school climate domains and student academic achievement. This study applied a quantitative, correlational design to determine the predictive ability of school climate domains on student achievement in reading in rural schools. Rural school outcomes were measured by student responses for each climate domain on the 2018 Virginia School Climate Survey while academic achievement in reading was measured by school pass rates on the 2018 Virginia reading end-of-course standards-of-learning assessment. All 102 rural Virginia high schools were included in this study. Results indicated that while a weak association existed between student perceptions of school climate domains and student achievement in rural schools, a linear combination of student perceptions of school climate domains was not significantly predictive of student achievement in rural schools.