Although analogous and vague definitions of school climate may help in determining whether low-achieving students are experiencing a more positive or negative school climate, more clarity is needed to render the climate construct more observable, measurable, and malleable. Tagiuri conceptualizes climate as the total environmental quality within an organization and suggests that environment consists of four dimensions: ecology, milieu, culture, and social system. Attempts to define school climate in terms of ecology (building characteristics, size, and finances) and milieu variables (teacher and student characteristics) have shown low or inconsistent relationships with student outcomes. Research suggests that variables within the school culture and social system dimensions do influence student outcomes. The second section of this book discusses Tagiuri's culture and social system dimensions and their relationship to academic and other desirable outcomes for low achievers. Policies and practices of academically effective schools are contrasted with those of less effective schools. The third section describes restructuring, or fundamental school change, as an approach to improving school climate to benefit low achievers. Options discussed are limited to decentralized authority and shared decision making, new professional roles and relationships, accountability systems, curriculum modifications, and school-community partnerships. Finally, seven sample restructuring programs are described. (387 references) (MLH)