Abstract This multilevel study examined the effects of socioeconomic status (SES) and student perceptions of school climate on academic achievement at the student and school levels. Data used were from the Education Longitudinal Study of 2002. The sample included 9,518 students enrolled in 584 public high schools. The results revealed that student-level predictors, such as gender, race, SES, academic risk factors, high school programming, and student perceptions of school climate, play a significant role in math achievement scores. A school-level variable (e.g., school SES) was also a significant predictor in math achievement scores. The findings have important implications, specifically, they point to a need for measuring school climate at the student level and using data to inform climate improvement strategies and interventions at the student level, especially for those living in poverty and exposed to multiple risks.

中文翻译：

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研究中学生对学校气候，社会经济地位和学业成绩的看法的多层次模型

摘要这项多层次的研究考察了社会经济地位（SES）和学生对学校气候的看法对学生和学校学习成绩的影响。所使用的数据来自2002年的“教育纵向研究”。样本包括584所公立中学的9,518名学生。结果表明，学生水平的预测因素，例如性别，种族，SES，学术风险因素，高中课程编制以及学生对学校气候的认知，在数学成绩得分中起着重要作用。学校水平的变量（例如学校SES）也是数学成绩得分的重要预测指标。这些发现具有重要意义，特别是，