How students feel about their schools--their perception of the safety, inclusiveness, and rigor of the school environment--has important implications for their happiness, engagement, and academic success. A wide variety of research suggests that a positive school climate contributes to students' academic engagement, growth, and success. These research findings--and the growing availability of valid survey instruments to measure school climate--have prompted many districts and states across the country to focus on school climate as a central piece of their accountability systems. In this report, the authors present a series of quantitative analyses examining the diversity of students' experiences of school climate, both across New York City and within individual schools. The findings provide further evidence for changes in school climate reporting policy and raise some challenging questions about how best to respond to individual student needs while also maintaining the confidentiality of their survey responses. The approach in this report is also in line with values that are increasingly important in the work of researchers in the nation's largest school district: acknowledging the diversity of individual students' experiences and increasing the visibility of inequitable conditions across the school system. [For the Executive Summary, see ED619324.]