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Research shows that students' positive reactions to school may increase their chances of staying in school, of developing a lasting commitment to learning, and of using the school setting to their advantage (Epstein and McPartland, 1978). Research has also shown school and classroom climate to be related to student achievement as well as how students behave and feel about themselves, their school, and other individuals (Anderson and Walberg, 1974; Haertal, Walberg, and Haertal, 1981; Anderson, 1982; Chavez, 1984; Cognetta, Malvetti, and Wilson, 1985; Bhushan, 1986; Fraser, 1986; Saldern, 1986).
In addition, the effective schools research has identified a positive school climate as a characteristic of an effective school (Edmonds and Frederickson, 1978; Austin, 1979; Edmonds, 1979; Rutter et al., 1979; Squires, 1980; Brandt, 1982; Frymier et al., 1984; March and Crisci, 1991). Finally, there is evidence that classroom and school climate can be changed for the positive (Anderson, Walberg, and Welsh, 1969; Fraser, 1986).
Effective schools have several similar characteristics, of which a positive school climate is one. As the instructional leader, all administrators must ensure a safe, orderly, and positive school climate. As shown through research in spring 1996, school uniforms have a significant and positive effect on school climate. School Uniforms
Prior to this study, no true research had been conducted to determine the effects of school uniforms on school climate. Despite this lack of research, school districts across the country have implemented school uniforms hoping to improve student attendance, maintain student discipline, ensure student achievement, promote student self-esteem, and enhance school climate (Majestic, 1991; Stevenson and Chunn, 1991; Lapoint, Holloman, and Alleyne, 1992; Virginia State Department of Education, 1992; Woods and Ogletree, 1992). Despite the lack of true research, many educators believe school uniforms may have positive benefits, particularly in school climate (Stevenson and Chunn, 1991; Jarchow, 1992).
Results
To determine the effects of uniforms on school climate, a study was conducted among middle school students in the Charleston (S.C.) County School District. During the spring of 1996, NASSP's Comprehensive Assessment of School Environments (CASE) School Climate Survey was administered to 306 sixth, seventh, and eighth grade students from two similar middle schools with contrasting views on school uniforms. The first group of students (n = 153) was randomly sampled from School...