Urick, AngelaPuccino, Laura2019-11-152019-11-152019https://hdl.handle.net/11244/322086The purpose of this program evaluation was to analyze one Southwest Oklahoma school’s character education program and its effect on school climate, student and teacher relationships, and student growth in character. This investigation analyzed school climate surveys, a character education implementation survey, and student character growth surveys. Student data was analyzed across time for school climate surveys and student character development; only students who participated in both pre and post surveys were kept for analysis. Correlations were conducted to measure associations among variables across surveys. Paired sample t-tests were conducted to measure differences across time, and multiple regression was conducted to measure predictors of student character growth. Results indicated the significance of teacher/student relationships for student achievement and student engagement in school. Overall, the school climate was positive, and student/teacher relationships were significant for student outcomes. Student character development increased in 15 of the 16 traits measured, and relationship was a significant predictor of student development in respect. The results indicate the significance of teaching social-emotional competencies and implementing character education for achievement in student outcomes and student character development.Character educationsocial emotional learningcharacter developmentschool climate