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Abstract
This study was designed to examine the relationship between the level of implementation of recommended middle school practices and school climate in Oklahoma middle schools. The Middle School Practices Index was sent to all middle school principals in the state. MSPI scores were used to identify one group of schools with high levels of implementation of recommended middle school practices and another group with low levels of implementation. Faculty from these two groups of schools were surveyed using the NASSP School Climate Survey. An analysis was performed to identify relationships between the implementation of middle school practices and school climate. Perceptions of school climate by teachers were in the high implementation schools were higher on 7 of the 10 school climate indicators. Two of those differences were found to be significant at the .05 level. A correlational analysis found 19 significant relationships between middle school practices and school climate indicators. Based upon this analysis, it was concluded that a positive school climate is related to a high level of implementation of middle school practices.