The discussion emphasizes that school climate represents a loose set of components that are constantly interacting. The origins of the current notion of school climate lie in organizational theory, and the concept has become part of the movement for more effective schools. Most States currently have a school effectiveness project under way. Research has shown that positive climate and resultant high student achievement are associated with the development of strong administrative leadership, a safe and orderly school climate, high staff expectations for student achievement, and continual monitoring of student progress. The 28 selections in the annotated bibliography focus on the types of school climates, theories and models underlying a school-climate approach to research, the variables that define climate, the instruments used to measure these variables, the influence of different contexts on school climate, the impact of outside influences on the climate of a school, and programs designed to affect school climate.