Dr. Dawn Marten

The purpose of the study was to determine the effect of improved school climate, as teachers’ beliefs changed from negative to positive over time, on students’ reading, math, and writing assessment scores and teacher administered grade scores in reading, math, and writing. Overall, findings indicate that lose, maintain, or improve third-grade pretest compared to fifth-grade posttest Essential Learner Outcome assessment below proficient, barely proficient, proficient, or beyond proficient nomenclature category chi-square results were in the direction of statistically different nomenclature category improvement for reading, math, and writing math indicating that fifth-grade posttest Essential Learner Outcome assessment scores were positively impacted by an improving school climate with the majority of the students improving or maintaining their proficiency level. Furthermore, lose, maintain, or improve ending of third-grade pretest compared to ending fifth-grade posttest grade chi-square results were in the direction of statistically different improvement for reading grade score results math grade score results, and writing grade score results indicating that fifth-grade posttest reading grade scores were positively impacted by an improving school climate with the majority of the students improving or maintaining their grade score. School climate is an essential factor in students’ academic, social, emotional, and ethical development and wellbeing. Students who experience a sense of safety, have healthy adult and peer relationships, feel respected, and are encouraged to take ownership in creating a positive school climate are well on their way to becoming productive citizens with the academic resources necessary to make a positive difference in their own lives--and the lives of others in their school community as well.