The Tennessee School Climate Inventory was developed as part of a learning-environment information system to be used in a school-restructuring effort known as Positive Attitudes in Tennessee Schools (PATS). Initiated in Tennessee during the 1989-90 school year, the project sought to improve school-learning environments through school-leadership teams that were responsible for informed, data-based decision making and planning. This paper describes the Tennessee School Climate Inventory and its uses and provides sample applications. The collection and reporting of school-based data in a systemic way is grounded in a conceptual scheme that seeks to link information needs with decisions and actions likely to result in improved educational quality. Information obtained through the school-climate scales permits school leaders to assess opinions held by school personnel and to develop strategies for correcting climate factors that may impede school effectiveness. The inventory contains 49 statements, comprised of 7 scales of 7 items each, which yield quantitative estimates of school-climate dimensions. The seven scales of the inventory are: order, leadership, environment, involvement, instruction, expectations, and collaboration. Sample results for three waves of data from a hypothetical school are included. Three tables and nine figures are included. (LMI)