The relationship between organizational climate and multicultural education on student achievement in elementary-age children of military parents (COMP) schools.

다국어 초록 (Multilingual Abstract)

There exists a school system that is closing the performance gap on standardized tests between Caucasian and minority students. This research studied 10 American schools serving Children of Military Parents (COMP) in North America, Asia and Europe which serve as a model for closing the minority performance gap.
The environmental tone of schools is considered to have a profound effect on student learning. This research investigated the environmental tone that is contributing to success for all students. This study investigated organizational climate factors and multicultural perceptions that are contributing to the success of all students at COMP schools. The environment of schools closing the performance gap was studied by means of a climate analysis and multicultural perception survey. The research design is a web-based survey, composed of the Perceptions of Multicultural Education (PME) survey, an original survey, and the Organizational Health Inventory (OHI) survey previously established by Hoy et al. (1991).
This study introduced an original survey for measuring perceptions of multicultural education, the PME survey. The PME survey was found both highly reliable and valid. The PME survey was used to measure attitudes towards multicultural education. PME results were then analyzed in relation to student performance on standardized tests.
Findings from this study are based upon an overall response rate of 82%. A major finding of this research, revealed a unique relationship between environments highly valuing multicultural education and student performance. Specifically, biracial students were shown to excel in environments highly valuing multicultural education. Other significant findings confirm previous research, which found healthy school environments to be beneficial for all students. Additionally, healthy environments were found to be specifically beneficial for Black, Asian, American Indian, and White students.
Previous climate research has shown "Academic Emphasis" as the strongest predictor of student success (Hoy et al., 1991). However, the findings from this research were not consistent with this body of knowledge: This study found "Collegial Leadership" as the most significant climate factor in providing equitable educational opportunities. Collegial leadership was perceived as principals who were friendly, supportive, and implemented clear and challenging goals.
Overall, this study supports healthy environments and environments which are enhanced by multicultural education.