Not every classroom lifts you up: school academic emphasis, teacher encouragement and motivation, and student constraints in reading achievement—a multilevel latent profile analysis

This study contributes theoretically by extending the School Effectiveness framework to show that school academic culture shapes the impact of classroom practices. The findings refine this framework by illustrating that instructional effects differ across schools with varying levels of academic emphasis. These results underscore the need for policies and leadership practices that cultivate strong academic cultures to enhance the effectiveness of classroom instruction.