The purpose of this quantitative research was to examine parents, students, and staff perceptions of school climate in urban middle schools and explore if relationships exist between perceived school climate, perceived reading instruction, and reading performance as measured by the State of Texas Assessment of Academic Readiness (STAAR). The present study focused on thirty urban middle schools in Texas. An analysis of the data determined the impact of perception of school climate and its influences on parents, students, and staff, and academic performance in reading. The quantitative data were analyzed from the 2015 Your Voice survey administered in the urban school district and the 2015 STAAR Reading scores. For the present study, the following dimensions were investigated: Academic Rigor, Consistency & Learning: reading skills, and School Environment. The findings demonstrate a positive relationship between school climate and reading performance from thirty urban middle schools. Surveys were completed by 21,238 students, 2,089 parents, and 832 staff members from thirty urban middle 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.]