Authoritative school climate, number of parents at home, and academic achievement

Francis L. Huang, Katie Eklund, Dewey G. Cornell

Research output: Contribution to journalArticlepeer-review

12 Scopus citations


School climate is widely recognized as an important factor in promoting student academic achievement. The current study investigated the hypothesis that a demanding and supportive school climate, based on authoritative school climate theory, would serve as a protective factor for students living with 1 or no parents at home. Using a statewide sample of 56,508 middle school students from 415 public schools in 1 state, results indicated that student perceptions of disciplinary structure, academic demandingness, and student support all had positive associations with student self-reported grade point average (GPA). In addition, findings showed that academic expectations and student support were more highly associated with GPA for students not living with any parent. Implications for policy and practice are discussed.

Original languageEnglish (US)
Pages (from-to)480-496
Number of pages17
JournalSchool Psychology Quarterly
Issue number4
StatePublished - Dec 2017


  • Academic achievement
  • Number of parents at home
  • School climate
  • Singleparent homes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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