The purpose of this study is to examine the relationship between different elements of school climate and student academic achievement in elementary schools. School climate has been viewed as a global construct encompassing studies of school environment, learning environment, learning climate, sense of community, leadership, academic climate and social climate (Carter, 2000; DuFour, 2000; DuFour & Eaker, 1998; Edmonds, 1979; Hoy & Hannum, 1997; Klinger, 2000; Lezotte, 1991, 1992, 2001). Climate is often studied as a single construct and while it is known that the climate impacts student achievement; it is not known if there is a difference among the elements of climate on different student populations.

This was a quantitative secondary data analysis study, which examined the various elements that make up a school climate and the strength of the relationship of those elements to student academic achievement, across schools that vary by the gradations of poverty, the number of students in the FARMS program. The predictive relationships between the elements of climate on student achievement were studied, and whether particular elements of climate and the degree of poverty are positively correlated.

The type of statistical analysis conducted was correlational using regression to describe the relationships that occur among variables that influence student achievement. Statistical analysis included descriptive statistics, Pearson correlations, and regression analysis. The significance of this study is its focus on examining and analyzing elements of those climates.