Published in:
Review of Educational Research
November 1, 2016
Ruth Berkowitz, University of Haifa
Hadass Moore, University of Southern California
Ron Avi Astor, University of Southern California
Rami Benbenishty, Bar Ilan University
Abstract
Educational researchers and practitioners assert that supportive school and
classroom climates can positively influence the academic outcomes of students,
thus potentially reducing academic achievement gaps between students
and schools of different socioeconomic status (SES) backgrounds.
Nonetheless, scientific evidence establishing directional links and mechanisms
between SES, school climate, and academic performance is inconclusive.
This comprehensive review of studies dating back to the year 2000
examined whether a positive climate can successfully disrupt the associations
between low SES and poor academic achievement. Positive climate was
found to mitigate the negative contribution of weak SES background on academic
achievement; however, most studies do not provide a basis for deducing
a directional influence and causal relations. Additional research is
encouraged to establish the nature of impact positive climate has on academic
achievement and a multifaceted body of knowledge regarding the multilevel
climate dimensions related to academic achievement.
Read the online news release here.