Educators have a responsibility to foster a positive school climate while also ensuring that all students meet established educational benchmarks and make adequate growth. The relationship between school climate and student achievement is well-documented, but there is a gap in the literature examining the relationships among school climate, academic growth, and benchmark achievement. Accordingly, the purpose of this study was to investigate relationships among school climate, academic growth, and benchmark achievement at the elementary school level in Virginia. A nonexperimental, correlational design was used to address this research question: What are the relationships, if any, among school climate, academic growth, and benchmark achievement among fourth grade students in three school divisions in Virginia for the 2022-2023 school year? Existing data sets from 73 schools within 3 school divisions in Virginia were used: (a) the 2023 Virginia Survey of School Climate and Working Conditions, (b) fourth graders' Fall 2022 to Spring 2023 growth in reading and mathematics on the Northwest Evaluation Association Measures of Academic Progress assessment, and (c) fourth graders' mean performance on the 2023 Virginia Standards of Learning assessments in reading and mathematics. A correlational analysis was conducted to examine the relationships among these variables. Results were analyzed, and there were 12 findings. The most significant finding was a stronger positive relationship between school climate and benchmark achievement in reading and mathematics than between school climate and academic growth in either subject. This study contributes to the body of research on school climate and benchmark achievement by addressing relationships among school climate, academic growth, and benchmark achievement. / Doctor of Education / Educators have a responsibility to foster a positive school climate while also ensuring that all students meet established educational benchmarks and make adequate growth. The relationship between school climate and student achievement is well-documented, but there is a gap in the literature examining the relationships among school climate, academic growth, and benchmark achievement. Accordingly, the purpose of this study was to investigate relationships among school climate, academic growth, and benchmark achievement at the elementary school level in Virginia. A nonexperimental, correlational design was used to address this research question: What are the relationships, if any, among school climate, academic growth, and benchmark achievement among fourth grade students in three school divisions in Virginia for the 2022-2023 school year? Existing data sets from 73 schools within 3 school divisions in Virginia were used: (a) the 2023 Virginia Survey of School Climate and Working Conditions, (b) fourth graders' Fall 2022 to Spring 2023 growth in reading and mathematics on the Northwest Evaluation Association Measures of Academic Progress assessment, and (c) fourth graders' mean performance on the 2023 Virginia Standards of Learning assessments in reading and mathematics. A correlational analysis was conducted to examine the relationships among these variables. Results were analyzed, and there were 12 findings. The most significant finding was a stronger positive relationship between school climate and benchmark achievement in reading and mathematics than between school climate and academic growth in either subject.