This study is an analysis of the National Assessment of Educational Progress (NAEP) School Questionnaire administered across three grade levels (grades 4, 8, and 12) during the 1987-88 school year. The data obtained from the school questionnaire represent one level of NAEP's data collection activities, in addition to the teacher questionnaires and the various student assessments. The analysis was based on an investigation of the relationships between policy changes and school climate, measured both by a composite scaled score and by individual questionnaire items, and individual grouping variables defining school poverty, school size, community type, and ethnicity. The results show a fairly consistent pattern of relationships among policy changes and school climate both in terms of both how schools ranked on the various grouping dimensions and the results of analysis of variance and chi-square statistical tests. In terms of policy change, reported changes occurred more frequently in large, urban disadvantaged schools with predominantly non-white populations. Similarly, the reporting of school-related problems (such as absenteeism and tardiness) comprising the school climate score tended to be more prevalent in bigger city schools containing large minority and less advantaged populations. The results suggest that reform is occurring in those schools where it is needed most. Four data tables are included. (Author/TJH)