Although it is widely agreed that there is no universally accepted definition for school climate, most professionals ground it in shared beliefs, values, and attitudes reflecting the quality and character of life in schools. In this article, we review and analyze measures accessible to school personnel charged with documenting and monitoring school climate. We document core features of four scientifically sound and comprehensive measures of school climate. We believe our work serves as a selective consumer's guide for school personnel engaged in important levels of decision-making related to monitoring and improving the quality and character of interactions that represent academic and behavior standards in schools.