Despite the implementation of reform policies and accountability measures on the federal, state, and local levels, the problem of struggling schools and students has lingered in the United States public education system. New York State has recently revised how struggling schools are identified and how they are held accountable for improving students' performance. Included in this revised approach is an emphasis on one non-academic factor--a supportive school environment, which is a strong indicator of the overall wellbeing of school systems and a reliable measure of the quality of interactions among the different elements internal and external to those systems. This a logistic regression analysis of three indicators of supportive school environment from the New York City Department of Education Annual School Survey: classroom behavior, safety, and social emotionality. This study investigated the independent variables as predictive of the binary outcome variable of school in good standing or struggling school. This study adds to prior research by investigating the construct of supportive school environment in New York City public elementary schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]