Stockard, JeanMayberry, MaraleeCenter for Educational Policy and Management, University of Oregon2023-05-162023-05-161985-10https://hdl.handle.net/1794/2829665 pagesTheoretical traditions concerning school environments and student achievement are described, and their insights are linked with analyses of school and classroom interactions to develop a simple conceptual model of environmental influences on student achievement. The literature regarding environmental influences is then reviewed, and.the last section of the paper summarizes the analysis and suggests specific areas for future research. The literature review suggests that the learning environment can enhance individual achievement somewhat, beyond the level expected given individual background traits. This enhancement occurs through altering the "non-cognitive" traits--by developing an atmosphere in which students are expected and feel able to achieve. The researchers' conceptual model provides a framework to describe these influences, divided into factors of group norms and group relationships. It is suggested that school analysts should recognize the attachments to schools that students display and acknowledge that relationships within schools are often better described with a conflict model than a consensus model. The basis of conflict needs to be determined in order to enhance achievement. The task for researchers and school officials is understanding why this resistance to officially sanctioned norms occurs and how it may be adequately addressed to promote learning. A 13-page bibliography is appended.enCreative Commons BY-NC-ND 4.0-USclassroom environmentstudent improvementstudent school relationshipTechnical Report