ABSTRACT

Supportive school and classroom climates can add to student achievement and compensate for the negative contribution of low-socioeconomic status (SES) to academic achievement. We tested the added contribution of school and classroom climate to Chilean students’ mathematics test scores. We performed a secondary analysis of 151,015 eighth-grade students (attending 8,412 classrooms in 5,619 schools) who completed the Sistema de Medición de la Calidad de la Educación (SIMCE) test in Chile. We identified six dimensions of school climate, which we aggregated to the classroom and school level to fit three-level regression models. Students’ gender (girls) and low SES were major negative predictors of test scores. School and classroom climate made an additional contribution to the explained variance in test scores. A positive school and classroom climate compensates for the detrimental effects of gender and low SES on students’ mathematics achievement, which justifies investing resources to promote positive school and classroom climates.

摘要

支持性的学校和课堂氛围可以提高学生的成绩，并弥补低社会经济地位 (SES) 对学业成绩的负面影响。我们测试了学校和课堂气氛对智利学生数学考试成绩的额外贡献。我们对在智利完成 Sistema de Medición de la Calidad de la Educación (SIMCE) 测试的 151,015 名八年级学生（在 5,619 所学校的 8,412 个教室上课）进行了二次分析。我们确定了学校氛围的六个维度，并将其汇总到课堂和学校层面以拟合三级回归模型。学生的性别（女孩）和低社会经济地位是考试成绩的主要负面预测因素。学校和课堂气氛对考试成绩的解释差异做出了额外贡献。