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ERIC Number: EJ831289
Record Type: Journal
Publication Date: 2007
Pages: 9
Abstractor: ERIC
Reference Count: 39
ISSN: ISSN-1931-6569
School Climate Factors in Selected Full-Service and Traditional Elementary Schools in a Southeastern City: Contrasts and Comparisons
Cornwill, William L.; Parks, Alicia L.
AASA Journal of Scholarship & Practice, v4 n1 p43-51 Spr 2007
This exploratory comparison of traditional and full-service schools' climates is an initial step in determining their differences. The authors established whether selected full-service and traditional elementary schools differ on five school climate factors indicating the student and teacher body composition, the students' socioeconomic status, and the students' disruptive behaviors. The authors hypothesized that they would find the following differences between full-service and traditional elementary schools: (1) Full-service schools will have more classroom teachers, more students, more non-white students, more students with free and reduced meals, and more suspensions than traditional schools; and (2) The number of total students and the number of suspensions will be positively related. The authors looked at data from three full-service schools and four traditional elementary schools in a city (population about 174,000) in the southeast. This study provides evidence that there are, in fact, salient climate differences between full-service and traditional schools in the same city. Full-service schools have more students, more non-white students, more students with free and reduced meals, more school suspensions, and more classroom teachers than traditional schools. (Contains 3 tables.)
American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Sequential Tests of Educational Progress