Publication Date

2023

Document Type

Dissertation/Thesis

First Advisor

Roberts, Patrick

Degree Name

Ed.D. (Doctor of Education)

Legacy Department

Department of Leadership, Educational Psychology and Foundations (LEPF)

Abstract

INTRODUCTION: School climate data are provided to Illinois schools to help educators foster a school culture that ensures healthy social-emotional development for all students, including those with low social-economic status, disabilities, and a dominant language that is not English. OBJECTIVE: This study aimed to determine the relationship between reading attainment and growth and school climate. METHODS: This exploratory correlational study investigated the association between school reading attainment and growth data and school climate data. RESULTS: Highlight findings of the study revealed that schools with a high percent of low SES students and students with IEPs showed that 66% of the measures, parent involvement, and parent-teacher trust, were associated with reading attainment at a p<.01 level. Schools with a high percent of ELLs showed 100% of the measures; parent influence, parent involvement, and parent-teacher trust were associated with reading attainment at a p< .01 level. CONCLUSION: This study reviewed the literature on optimizing school climate to enhance reading achievement for all students. Further investigation is needed to determine the impact of implementing policies and practices utilizing self-determination theory to improve the conditions for learning with elements of the Involved Families essential to increase reading achievement for all students.

Extent

161 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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