Reenergizing Leadership to Achieve Greater Student Success: EIR EARLY04 Grant Implementation & Impact Findings Report
Brian Freeman; Supriya Tamang; Jesse Wood; Liz M. B. Yadav (2023). Retrieved from: https://eric.ed.gov/?id=ED629714
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examining96,683Students, grades3-12
Single Study Review
Review Details
Reviewed: May 2026
- Single Study Review (findings for Reenergizing Leadership to Achieve Greater Student Success (Reenergize))
- Quasi-Experimental Design
- Meets WWC standards with reservations because it uses a cluster quasi-experimental design that satisfies the baseline equivalence requirement for the clusters in the analytic intervention and comparison groups.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
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|---|---|---|---|---|---|---|---|---|---|
| Show Supplemental Findings | |||||||||
|
Enrollment in any postsecondary institution |
Reenergizing Leadership to Achieve Greater Student Success (Reenergize) vs. Business as usual |
-1 Years |
High schools;
|
38.00 |
36.00 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
|
State of Texas Assessments of Academic Readiness (STAAR): Reading |
Reenergizing Leadership to Achieve Greater Student Success (Reenergize) vs. Business as usual |
0 Days |
Elementary and middle schools;
|
-0.84 |
-0.80 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
State of Texas Assessment of Academic Readiness (STAAR) Reading: Proficiency Rate |
Reenergizing Leadership to Achieve Greater Student Success (Reenergize) vs. Business as usual |
-1 Years |
Elementary and middle schools;
|
24.00 |
23.00 |
No |
-- | ||
|
State of Texas Assessment of Academic Readiness (STAAR) Reading: Proficiency Rate |
Reenergizing Leadership to Achieve Greater Student Success (Reenergize) vs. Business as usual |
0 Days |
Elementary and middle schools;
|
38.00 |
38.00 |
No |
-- | ||
|
State of Texas Assessments of Academic Readiness (STAAR): Reading |
Reenergizing Leadership to Achieve Greater Student Success (Reenergize) vs. Business as usual |
-1 Years |
Elementary and middle schools;
|
-0.90 |
-0.84 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
| Show Supplemental Findings | |||||||||
|
State of Texas Assessments of Academic Readiness (STAAR): Mathematics |
Reenergizing Leadership to Achieve Greater Student Success (Reenergize) vs. Business as usual |
-1 Years |
Elementary and middle schools;
|
-0.85 |
-0.80 |
No |
-- | ||
|
State of Texas Assessments of Academic Readiness (STAAR) Mathematics: Proficiency Rate |
Reenergizing Leadership to Achieve Greater Student Success (Reenergize) vs. Business as usual |
-1 Years |
Elementary and middle schools;
|
15.00 |
16.00 |
No |
-- | ||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
||
|---|---|---|---|---|---|---|---|---|---|
| Show Supplemental Findings | |||||||||
|
Attendance rate |
Reenergizing Leadership to Achieve Greater Student Success (Reenergize) vs. Business as usual |
-1 Years |
Full sample ;
|
0.96 |
0.93 |
Yes |
|
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Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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21% English language learners -
Other or unknown: 100% -
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Texas
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Race Black 3% Other or unknown 93% White 4% -
Ethnicity Hispanic 92% Not Hispanic or Latino 8% -
Eligible for Free and Reduced Price Lunch Free or reduced price lunch (FRPL) 88% No FRPL 12%
Study Details
Setting
The study included public and charter schools in Texas, including 128 elementary and middle schools and 32 high schools. Reenergize schools were located in two public school districts near San Antonio. The study does not provide information on the settings or number of districts for comparison schools.
Study sample
The findings for elementary and middle schools were based on results from eight Reenergize schools and 120 comparison schools. Some findings also included results from two high schools that agreed to implement Reenergize and 30 matched comparison high schools. The study did not report the exact number of students enrolled in these schools, but all tested and enrolled students in the relevant grades were included in the study sample. The report described the participating schools as high-need schools and indicated that, across groups, schools generally had lower prior achievement than the state average.
Intervention Group
Reenergize is a school leadership and school improvement program intended to strengthen principals, leadership teams, and master teachers so schools can better support student success. In this study, the program included six main activities: root cause analysis, professional development for principals and leadership teams, preparation of master teachers to become principals, campus climate alignment efforts, community partnerships to promote family engagement, and professional learning communities. Professional development activities included a combination of individualized and group coaching strategies aimed at enhancing instructional and leadership practices. Across the 3 years, more than 60 principals and leadership team members received more than 250 hours of professional development across 13 modules. Master teacher candidates engaged in university-based preparation programs, participated in hands-on clinical training, and received professional mentorship. The program also facilitated data-driven decision-making practices and helped schools focus on equitable school practices. Some supports were delivered through video conferencing or Google Classroom when schools shifted away from in-person services due to the COVID-19 pandemic. The program was intended to continue for 3 years, but participation dropped over time, with 10 schools participating in at least some activities in year 1, seven in year 2, and three in year 3.
Comparison Group
Comparison schools received business-as-usual instruction, leadership, and professional development services. The report did not provide more detail about the supports available in comparison schools. In one district, three comparison schools received some Reenergize services in years 2 or 3, including one school that received the full model in year 3, one school that received part of the model, and one school where one master teacher participated in the principal preparation component.
Support for implementation
Most program activities were implemented by Intercultural Development Research Association (IDRA), with support from two former local teachers who served as consultants and coaches. The University of Texas at San Antonio provided the principal preparation program for master teachers. The study did not describe separate training or support for staff who delivered the intervention.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, statistical significance, and sample size of the findings within a domain, the WWC assigns effectiveness ratings as one of the following: Tier 1 (strong evidence), Tier 2 (moderate evidence), Tier 3 (promising evidence), uncertain effects, and negative effects. For more detail, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).