Relations between teacher perceptions of safe and orderly environment and student achievement among ten better-performing, high-poverty schools in one Southern California elementary school district

This study examines relations between teacher perceptions of their school's safe and orderly environment and student achievement, among 10 better-performing, high-poverty schools in 1 Southern California elementary school district. The conclusions from this study agree with the body of effective schools research, which states schools cannot positively impact student learning without first working to maintain a safe and orderly environment.; Factors related to a safe and orderly environment were controlled at 3 distinct levels: (a) school environmental factors, (b) classroom environmental factors, and (c) school facility factors. The study was designed to determine a relationship between these factors and student achievement, as measured by California Standards Test (CST) scores in English Language Arts and Math, and the school's Academic Performance Index (API).; The survey tool used for this study was administered to 256 teachers. Data from the survey responses were compared to state testing data for the 10 schools. This quantitative study utilized a non-random, convenience sampling approach. Data were tabulated using standard summary statistics, and analyzed through Pearson product-moment correlations and 2-step hierarchical multiple regression equations.; An overarching view of the study's findings indicates that of the 3 scale score relationships (school environment, classroom environment, and school facility), 2 scales (classroom environment and school facility) were significantly correlated with student achievement. In the case of the classroom environmental scale score, there was a significant positive correlation with both CST Math scores and API. Interestingly, however, in the case of the school facility scale score, there was a significant negative correlation with student achievement.; Implications of these findings underscore the need to build teacher capacity to effectively manage student behavior, especially the behavior of more difficult students. As well, the findings demonstrate the importance of the school leader's role in supporting teachers' efforts to maintain discipline. Combined, these results emphasize the importance of ensuring a systemic response for the reinforcement of effective classroom management practices. Focused response to the implications of this study will work to sustain efforts in high-performing schools, and encourage under- or lower-performing schools on the road to success.