The relationship between elementary school climate and student achievement in mathematics

Halpin and Croft's Organizational Climate Description Questionnaire was employed to survey over one hundred teachers and principals in Pennsylvania to determine if a relationship existed between school climate and student achievement in mathematics. The state administered Education Quality Assessment was used to identify schools that were ranked between the fortieth and sixtieth percentile in terms of socio-economic measures and schools that ranked above the seventy-fifth or below the twenty-fifth percentile in mathematics.;The questionnaire was administered to teachers and principals and the results were then analyzed using the Spearman Rank Order procedure. It was discovered that there was little significance between the degree of Openness and student achievement in mathematics. The single subtest to demonstrate any significance was Thrust.