Even though educators and researchers agree that school climate is important, questions exist in two major areas. First, what actually constitutes school climate, and, second, can research indicate in concrete, useful terms what impact school climate has on morale and productivity and, conversely, what effects leader behavior and other organizational factors have on school climate? The author describes Halpin and Croft's seminal research on organizational climate and the development of their Organizational Climate Description Questionnaire (OCDQ) and then reviews two other studies attempting to use the OCDQ as a measure of different aspects of school climate. The results were inconclusive, indicating that researchers have yet to develop a prescriptive measure of school climate. The author also reviews sample pragmatic, administrator-generated approaches to climate improvement, pointing out that these approaches also fail to do anything but describe climate. (Author)