THIS REPORT PRESENTS THE FINDINGS OF A STUDY WHICH ASSESSED THE ORGANIZATIONAL CLIMATE OF THE 21 MORE EFFECTIVE SCHOOLS (MES) IN NEW YORK CITY. THE FINDINGS WERE GATHERED FOR THE INFORMATION OF MES BUILDING PRINCIPALS. AN ORGANIZATIONAL CLIMATE INDEX (OCI) WAS DISTRIBUTED TO MES TEACHERS, AND RESPONSES FROM 14 OF THE SCHOOLS WERE ANALYZED. WHEN OCI SCALE, FACTOR, AND AREA MEANS AND SIGMA WERE COMPUTED AND ANALYZED FOR EACH OF THESE SCHOOLS, DIFFERENCES IN THE PERCEPTION OF THE ENVIRONMENT IN THE SCHOOLS WERE FOUND TO EXIST. THESE DIFFERENCES, AND THE COMPLEX CORRELATIONS BETWEEN CLIMATE, PUPIL ETHNICITY, AND STUDENT/TEACHER PERSONNEL VARIABLES, ARE REPORTED. IT IS CONCLUDED THAT SCHOOL REORGANIZATION AND INCREASED STAFF MAY NOT BE EFFECTIVE WAYS TO RAISE ACHIEVEMENT LEVELS. RATHER, LONGER-TERM EFFORTS TO CREATE CERTAIN FUNDAMENTAL PSYCHOLOGICAL AND ENVIRONMENTAL CONDITIONS MAY BE NECESSARY TO BRING ABOUT ACADEMIC ACHIEVEMENT GAINS. THIS PAPER WAS PRESENTED AT ERANYS, ALBANY, NEW YORK, NOVEMBER 15, 1967. (DK)