{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/27267"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/27267","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Relationship Between School Division Climate and Student Achievement of School Divisions in the Commonwealth of Virginia","abstract":"Researchers and reformers have suggested that school climate is an important aspect of effective schools (Hoy & Hannum, 1997, p. 290). Literature also suggests that effective schools have a positive school climate (Chrispeels, 1990). The purpose of this study is to determine if the climate of schools affects the student achievement in school divisions in the Commonwealth of Virginia. The construct study conducted herein relies exclusively upon data collected by the Virginia Department of Education (VDOE) and reported in the Discipline, Crime and Violence Incidents annual report (DCVI), the Free and Reduced Lunch report, and the Truancy report to form a climate index (CI). A Hierarchical Cluster analysis was used to determine relationships between school division climate, as measured by the CI, and student achievement, as measured by the Virginia Standards of Learning (SOL) Tests, in school divisions in the Commonwealth of Virginia. Based on the CI, there is a relationship between school division climate and student achievement in English/reading, mathematics, history/social science, and science in the Commonwealth of Virginia. Moreover, incidents of disorderly conduct combined with the number of students who receive free and reduced lunch are the best predictors of student achievement.","abstract_html":"Researchers and reformers have suggested that school climate is an important aspect of effective schools (Hoy & Hannum, 1997, p. 290). Literature also suggests that effective schools have a positive school climate (Chrispeels, 1990). The purpose of this study is to determine if the climate of schools affects the student achievement in school divisions in the Commonwealth of Virginia. The construct study conducted herein relies exclusively upon data collected by the Virginia Department of Education (VDOE) and reported in the Discipline, Crime and Violence Incidents annual report (DCVI), the Free and Reduced Lunch report, and the Truancy report to form a climate index (CI). A Hierarchical Cluster analysis was used to determine relationships between school division climate, as measured by the CI, and student achievement, as measured by the Virginia Standards of Learning (SOL) Tests, in school divisions in the Commonwealth of Virginia. Based on the CI, there is a relationship between school division climate and student achievement in English/reading, mathematics, history/social science, and science in the Commonwealth of Virginia. Moreover, incidents of disorderly conduct combined with the number of students who receive free and reduced lunch are the best predictors of student achievement.","abstract_has_math":false,"creators":["Smith, James Joseph"],"institution":"Virginia Tech","degree_name":"Doctor of Education","degree_level":"doctoral","degree_discipline":"Educational Leadership and Policy Studies","degree_department":"Educational Leadership and Policy Studies","school":null,"contributors":[],"advisors":[],"committee_chairs":["Fortune, Jimmie C.","Twiford, Travis W."],"committee_members":["Salmon, Richard G.","Smith, John","Rogers, Catherine S."],"year":2005,"date_issued":"2005-04-20","date_published":"2005-04-20","updated_at":"2026-07-22T22:20:27Z","subjects":["Accreditation","Class-size","Academic achievement","Socioeconomic Status and School Climate"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04252005-093016"],"render_values":[{"text":"etd-04252005-093016","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/27267","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Fortune, Jimmie C.","Twiford, Travis W."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Salmon, Richard G.","Smith, John","Rogers, Catherine S."]},{"key":"dc:contributor.department","label":"Department","values":["Educational Leadership and Policy Studies"]},{"key":"dc:creator","label":"Author","values":["Smith, James Joseph"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:10:47Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:10:47Z","2006-04-27"]},{"key":"dc:date.issued","label":"Date","values":["2005-04-20"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Dissertation"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership and Policy Studies"]},{"key":"thesis:degree_level","label":"Degree Level","values":["doctoral"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Accreditation","Class-size","Academic achievement","Socioeconomic Status and School Climate"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-04252005-093016"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/27267"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Researchers and reformers have suggested that school climate is an important aspect of effective schools (Hoy & Hannum, 1997, p. 290). Literature also suggests that effective schools have a positive school climate (Chrispeels, 1990). The purpose of this study is to determine if the climate of schools affects the student achievement in school divisions in the Commonwealth of Virginia. The construct study conducted herein relies exclusively upon data collected by the Virginia Department of Education (VDOE) and reported in the Discipline, Crime and Violence Incidents annual report (DCVI), the Free and Reduced Lunch report, and the Truancy report to form a climate index (CI). A Hierarchical Cluster analysis was used to determine relationships between school division climate, as measured by the CI, and student achievement, as measured by the Virginia Standards of Learning (SOL) Tests, in school divisions in the Commonwealth of Virginia. Based on the CI, there is a relationship between school division climate and student achievement in English/reading, mathematics, history/social science, and science in the Commonwealth of Virginia. Moreover, incidents of disorderly conduct combined with the number of students who receive free and reduced lunch are the best predictors of student achievement."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Ed. 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The purpose of this study is to determine if the climate of schools affects the student achievement in school divisions in the Commonwealth of Virginia. The construct study conducted herein relies exclusively upon data collected by the Virginia Department of Education (VDOE) and reported in the Discipline, Crime and Violence Incidents annual report (DCVI), the Free and Reduced Lunch report, and the Truancy report to form a climate index (CI). A Hierarchical Cluster analysis was used to determine relationships between school division climate, as measured by the CI, and student achievement, as measured by the Virginia Standards of Learning (SOL) Tests, in school divisions in the Commonwealth of Virginia. Based on the CI, there is a relationship between school division climate and student achievement in English/reading, mathematics, history/social science, and science in the Commonwealth of Virginia. Moreover, incidents of disorderly conduct combined with the number of students who receive free and reduced lunch are the best predictors of student achievement."],"dc:description.degree":["Ed. D."],"dc:identifier.other":["etd-04252005-093016"],"dc:identifier.uri":["http://hdl.handle.net/10919/27267"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Accreditation","Class-size","Academic achievement","Socioeconomic Status and School Climate"],"dc:title":["The Relationship Between School Division Climate and Student Achievement of School Divisions in the Commonwealth of Virginia"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Educational Leadership and Policy Studies"],"thesis:degree_level":["doctoral"],"thesis:degree_name":["Doctor of Education"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:20:27Z"}