摘要：Over the past two decades interest in student achievement and school improvement has resulted in an enhanced number of studies concerned with school effectiveness. These investigations have focussed largely on developed countries and have thrown into relief a set of characteristics deemed to be associated with high academic achievement, net of background factors; the most potent of which seems to be school climate. This article utilizes data drawn from an investigation carried out in an emerging society to examine the extent to which findings from highly industrialized countries are applicable in other countries with different social and economic characteristics. In particular, it explores the relationship between school climate and school effectiveness and concludes that prevailing effectiveness ideas may be extrapolated to The Bahamas.
