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Findings showed structure and student support associated with higher engagement, engagement directly linked to academic achievement, and results support an authoritative climate as a contributor to graduation and state testing performance.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the authoritative school climate theory propose?","Question",{"text":63,"@type":64},"Schools characterized by high structure and student support should show higher student engagement, and those engagement and climate factors should be associated with academic achievement measured by graduation rates and state-mandated testing.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the theory tested in the study?",{"text":68,"@type":64},"The researchers used a multilevel multi-informant structural model on a statewide sample of 60,441 students and 11,442 teachers across 298 high schools.",{"name":70,"@type":61,"acceptedAnswer":71},"What role does student engagement play in academic achievement?",{"text":72,"@type":64},"Student engagement was directly associated with academic achievement and also operated as an intervening factor linking school climate components to 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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2018. [http://journals.sagepub.com/home/ero](http://journals.sagepub.com/home/ero)  \nSchool Climate, Student Engagement, and Academic Achievement: A Latent Variable, Multilevel Multi-Informant Examination  \nTim Konold  \nDewey Cornell  \nYuane Jia  \nMarisa Malone  \nUniversity of Virginia  \nThis study tested the authoritative school climate theory that schools characterized by high structure and student support have greater levels of student engagement and that these factors are associated with higher academic achievement, as indicated by school graduation rates and school performance on state-mandated testing. The model was tested through a multilevel multi-informant structural model on a statewide sample of 60,441 students and 11,442 teachers in 298 high schools. Consistent with the authoritative school climate model, both structure and student support were associated with higher student engagement in schools. Moreover, student engagement was directly associated with academic achievement and operated as an intervening factor. Results provide new evidence that an authoritative school climate is associated with high school academic achievement.  \nKeywords: achievement, assessment, high schools, school climate, school psychology, structural equation modeling  \nA substantial body of research has found that students are more engaged in school and attain higher academic achievement in schools with a positive school climate (Thapa, Cohen, Guffey, & Higgins-D’Alessandro, 2013) . For example, a meta-analysis of 78 published research articles concluded that “a positive school climate contributed to higher academic achievement and decreased the negative influence of poor SES [socioeconomic status] background characteristics and other risk factors on academic achievement”(Berkowitz, Moore, Astor, & Benbenishty, 2017, p. 33). Another review concluded that a positive school climate leads to higher academic achievement when it is characterized by high academic expectations and high-quality teacherstudent relationships (Wang & Degol, 2016) .  \nWith so much supporting research, the improvement of school climate has become an important educational goal (Caskey, Cerna, Hanson, Polik, & Houten, 2016). For example, in 2014, the U.S. Department of Education issued guidelines for improving school climate (U.S. Departments of Education, 2014a) and awarded over $70 million in school climate transformation grants to 138 recipients in 38 states (U.S. Department of Education, 2014b). Its Office of Safe and Healthy Students has promulgated a compendium of school climate surveys and invested in the development of a national survey (American Institutes for Research, 2018). The 2015 Every Student Succeeds Act (ESSA; U.S. Department of Education, 2017) encourages schools to measure “school climate and safety” as a  \nnonacademic indicator of school quality or student success. As might be expected, numerous educational programs have been developed with school climate goals such as improving student behavior and strengthening the quality of teacher-student relationships (National School Climate Center, 2017; O’Brennan & Bradshaw, 2013).  \nAcross the numerous studies of school climate is therecurrent question of how school climate is linked to academic outcomes. What specific aspects of school climate are associated with student achievement, and what is the mechanism underlying this relationship? In identifying directions for further research, Wang and Degol (2016) asserted that future studies should conceptualize school climate as a multidimensional construct and identify what specific components of school climate are associated with student academic outcomes. They criticized previous studies for their reliance on a unidimension","cbCaigkiwU3XIRKn","https://ap.wps.com/l/cbCaigkiwU3XIRKn","pdf",709904,17,"English","# Overview\n## Authoritative school climate model and hypotheses\n## Data and multilevel multi-informant structural modeling\n## Findings: structure, support, engagement, and achievement\n# Background Literature\n## Positive climate and achievement\n## Policy and program drivers for climate improvement\n## Research gaps and calls for multidimensional and multilevel approaches\n# Mechanisms Linking Climate to Outcomes\n## Conceptual models and identification of mechanisms\n## Distinguishing interpersonal, personal, and behavioral factors\n# Engagement as a Model Builder\n## Engagement’s role in explaining climate–achievement links","[{\"question\":\"What does the authoritative school climate theory propose?\",\"answer\":\"Schools characterized by high structure and student support should show higher student engagement, and those engagement and climate factors should be associated with academic achievement measured by graduation rates and state-mandated testing.\"},{\"question\":\"How was the theory tested in the study?\",\"answer\":\"The researchers used a multilevel multi-informant structural model on a statewide sample of 60,441 students and 11,442 teachers across 298 high schools.\"},{\"question\":\"What role does student engagement play in academic achievement?\",\"answer\":\"Student engagement was directly associated with academic achievement and also operated as an intervening factor linking school climate components to outcomes.\"}]","School Climate, Student Engagement, and Academic Achievement - A Latent Variable, Multilevel Multi-Informant Examination | PDF",1792068301,43]