The evidence has now clearly demonstrated that the complex of composition and climate factors has a significant affect on the level of achievement of students in school. The separation of the effects of various context and climate variables has not, however, produced clear conclusion. Recent studies indicate that much of the difference in school performance that has been attributed to the racial and socieconomie composition of the school may be more directly the result of the differences in the school climate. This raises the question of whether or not it is possible to create a favorable academic climate in school with predominantly lower-class or predominantly black student bodies. The few exceptions to the common pattern of low achievement in lower SES and black schools suggest the possibility of creating such favorable climates. However, this would be a very large task, given the condition where there is a tendency for favorable academic climates to be associated with middle-class white schools unfavorable academic climates with lower SES black schools.