After reviewing definitions of school climate with emphasis on the four dimensions of school climate described by Tagiuri (1968), this document examines factors within Tagiuri's school culture and social system dimensions as manifested in the climate of average elementary and secondary schools and as they affect low achievers. Variables examined include clear goals and core values, expectations for academic success, order and discipline, student-school relationships, professional staff relationships, and parent-school relationships. Following a summary of findings related to these variables, reasons for school restructuring are discussed, and five categories of restructuring approaches are explored: (1) decentralizing authority through school-based management and parental choice; (2) developing new roles and relationships for teachers; (3) creating accountability systems; (4) changing curriculum content and process; and (5) developing school-community partnerships. Conclusions on restructuring efforts are followed by a section describing educational programs such as the Accelerated Schools Program (ASP), Comer's School Development Program (SSP), the Creating a New Approach to Learning Project (Project CANAL), Mastery in Learning Project, Outcome-Driven Development Model (ODDM), RE: Learning, and the Stay in School Program (SSP) that positively influence school climate for low-achieving students. (295 references) (CLA)