This study investigated the relationship between organizational climate and selected organizational variables--reading achievement, teacher experience, and teacher attrition. The study sample consisted of the total teaching staffs and 642 randomly selected students from five elementary schools in a metropolitan school district. Data were collected in two phases: the Organizational Climate Description Questionnaire was administered to the teaching staffs of the five schools, and student reading scores and information on teacher experience and attrition were obtained from the research department of the school district. Three statistical methods were used to test the hypotheses and to fulfill the purpose of the study. Findings of the study indicated that reading achievement and teacher attrition were significantly related to open climate in schools; that esprit, thrust, hindrance, and disengagement were significantly related to open climate in schools; that consideration, production emphasis, intimacy, esprit, hindrance, and disengagement were significantly related to closed climate in schools; and that reading achievement in open-climate schools differed significantly from reading achievement in closed-climate schools. (Author/JM)