Abstract
This study analyzes the 1987–1988 NAEP School Questionnaire administered at the 4th-, 8th-, and 12th-grade levels. Relationships between policy changes and school climate, and individual grouping variables defining school poverty, school size, community type, and ethnicity were investigated. The results showed a fairly consistent pattern across all three grade levels in how schools ranked on the various grouping dimensions in their reporting of policy changes and school-related problems. Large, urban disadvantaged schools with predominantly non-White populations tended to report the most policy changes and school-related problems, suggesting that reform is taking place in those schools where it is most needed.
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