| dc.description.abstract |
The current study explores grade distribution patterns and administrator perceptions ofschool culture and climate in new urban schools. Prior research on grades, grade distributionpatterns, school culture, and school climate reveal strong support for potential correlationsbetween these various concepts. Just as grade distribution patterns may contribute to theestablishment of specific school cultures and climates, specific school cultures and climates mayalso facilitate student achievement, including grades and non-acadmic achievements that may berelated to grades. The results of the current study revealed higher grades for students in the firstthree years of operations. Based on the perceptions of administrators, the faciliation of schoolclimates and cultures in promoting shared values and bolstering strong relationships and studentmotivation promotes improved student acadmic and non-academic performance. Such climatesand cultures also are perceived to require a holistic approach to education that promotes variousnon-acadmic outcomes which, in turn, can promote academic outcomes. |
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