Abstract
This study examined whether there are significant differences between effective, average, and ineffective urban schools with regard to (a) students’ classroom behavior and (b) students’ perceptions of their classroom learning environment. Students from four effective, average, and ineffective urban elementary schools that served predominantly Hispanic students were systematically observed during the school year and completed a learning environment survey about 6 weeks before the end of the school year. The classroom learning environment results revealed that students from the effective schools reported significantly higher involvement, teacher support, task orientation, and order and organization than students from the average and ineffective schools. Students from the effective schools also reported significantly higher affiliation than students from the ineffective schools. The classroom observation findings revealed that students from the effective schools were observed significantly more: (a) interacting with their teachers, (b) working or written assignments, and (c) on task than students from average and ineffective schools.
