The purpose of this study was to examine the relationship between student reading achievement and the organizational health of five middle grades schools in North Carolina. The theoretical framework was based upon Hoy and Feldman's definition of organizational health, which links healthy school climates to improved learning environments and increased student achievement. A mixed-methods sequential research design was used. Data analysis revealed a moderately positive relationship among the five schools' overall Organizational Health Inventory for Middle Schools index scores and student reading scores.
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