SCHOOL ENVIRONMENT AND ACADEMIC ACHIEVEMENT: AN ANALYTICAL STUDY

School environment emerged as one of the salient variables in the field of educational research. It plays crucial role in nurturing the potentialities of learners for successful life. It has been a significant construct to assess because of its linkage to psychological, social, and academic outcomes (Anderson, 1982; Koth, Bradshaw, & Leaf, 2008; Kuperminc, Leadbeater, Emmons, & Blatt, 1997). This study aims to explore the inherent environmental status of schools and academic achievement of students at higher secondary level following descriptive survey method and administering ‘School Environment Inventory’ developed by Dr. K. S. Misra (Allahabad) on a sample of 480 students selected by random sampling technique from 40 higher secondary schools of Jagadishpur Block, Bhagalpur District in Bihar state. Under parametric statistical techniques, frequency was counted and converted to the percentage for the data analysis. The study reveals that Control and Rejection are the strong dimensions of school environment whereas Acceptance and Rejection are the weak dimensions respectively. At higher secondary level, the status of excellent school environment is very low and those of average status are relatively maximum. The percentage of students with excellent academic achievement is lower than those of with average academic achievement status.