This is school climate study of the Center for Civic Education's School Violence Prevention Demonstration Program at Ritter Elementary School in Allentown, Pennsylvania for the academic year 2006-7. Ritter, like most of Allentown's schools, is a majority-minority school. Hispanic, African American, Middle Eastern, and immigrant students outnumber white students, and most students come from working class or poor families. There are significant academic achievement gaps between economically disadvantaged and non-economically disadvantaged students. But regardless of their backgrounds, all students are learning to be active citizens through the School Violence Prevention Demonstration Program, especially those in high implementation classrooms. Ritter understands that one of its major purposes is to develop the next generation of American citizens. The school operates on the assumption that students are more likely to succeed in life if they are civically engaged. Through Ritter's School Violence Prevention Demonstration Program, students are learning that they need to master knowledge, skills, and develop certain kinds of attitudes to address public problems and be active citizens. They also are learning that public institutions are likely to work better when citizens participate in public life. These are important and valuable lessons, and Ritter understands they are best learned when young. Throughout the Allentown School District and at Ritter Elementary School, there is a positive correlation between higher levels of classroom implementation of the School Violence Prevention Demonstration Program and higher achievement levels on Pennsylvania standardized tests. This is a significant conclusion. The program helps elementary school students master comprehension, reading, and analysis skills. The more involved students are in the program at all grade levels, the better they master these skills as measured on standardized tests. This report begins with a description of the methodology of the school climate study, the test results, teacher survey and questionnaire, and teacher, student, and parent focus groups. Aspects of the Ritter school climate (physical appearance, faculty relations, student relations, leadership, attitudes, the classroom, active citizenship, and power of place-based education) are then discussed.