Reenergizing Leadership to Achieve Greater Student Success: EIR EARLY04 Grant Implementation & Impact Findings Report

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Autor/inn/en	Freeman, Brian; Tamang, Supriya; Wood, Jesse; Yadav, Liz M. B.
Institution	Abt Associates, Inc.
Titel	Reenergizing Leadership to Achieve Greater Student Success: EIR EARLY04 Grant Implementation & Impact Findings Report
Quelle	(2023), (67 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Quantitative Daten; Grants; Educational Innovation; Academic Achievement; Program Development; Program Implementation; Special Needs Students; Faculty Development; Coaching (Performance); Principals; Instructional Leadership; Risk; Advocacy; Elementary School Students; Middle School Students; High School Students; Intervention; Attendance; Labor Turnover; Faculty Mobility; COVID-19; Pandemics; Career Readiness; Graduation Rate; College Attendance; College Readiness; Barriers; Fidelity; Program Evaluation; Partnerships in Education; Educational Planning; Outcome Measures; Institutional Characteristics; Models; Comparative Analysis; Capacity Building; Outcomes of Education; Texas (San Antonio) + Suchen Sie Ihr Suchwort? Grant; Finanzielle Beihilfe; Instructional innovation; Bildungsinnovation; Schulleistung; Programmplanung; Sonderpädagogischer Förderbedarf; Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Risiko; Sozialanwaltschaft; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Anwesenheit; College; Colleges; Attendance; Hochschule; Fachhochschule; Programme evaluation; Programmevaluation; Hochschulpartnerschaft; Bildungsplanung; Analogiemodell; Lernleistung; Schulerfolg
Abstract	The Intercultural Development Research Association (IDRA) was awarded an Education Innovation and Research (EIR) Early Phase grant from the U.S. Department of Education in 2017 to develop, implement, and test a promising program to improve student achievement and educational progress for high-need students: Reenergizing Leadership to Achieve Greater Student Success (Reenergize). Reenergize is intended to improve the achievement and educational progress of high-need students by selecting, training, coaching, and empowering principals and school leadership teams to be effective advocates, collaborators, and risk-taking innovators. This report provides findings from the EIR-funded Abt Associates implementation and impact evaluation of the Reenergize program in ten schools (four elementary, four middle, and two high schools) serving a total of 8,464 students around San Antonio, Texas. The implementation study assesses whether key intervention activities were implemented with fidelity. The comparative short interrupted time-series (C-SITS) impact study examines the effect of Reenergize on student academic success outcomes: attendance, reading/writing and math achievement, high school graduation, college and career readiness, and postsecondary enrollment. IDRA intended to implement Reenergize for three school years: 2019-20, 2020-21, and 2021-22. The COVID-19 pandemic, combined with high rates of teacher and administration turnover, severely attenuated the implementation of Reenergize. Over the three years of implementation, more than 60 principals and leadership team members received professional development services for a total of more than 250 hours of professional development. However, relatively few intervention schools experienced the full Reenergize program as designed. Consequently, Reenergize did not meet any of the program-level thresholds for adequate fidelity of implementation over the three years, and with the exception of attendance in Year 2 (2020-21), there were no statistically significant differences in educational outcomes based on a school's participation in the Reenergize program. Given the small school sample size, the evaluation's ability to detect small statistically significant effects is limited. Despite the challenges IDRA faced implementing Reenergize, IDRA learned valuable lessons that can inform future efforts. Assessing stakeholder capacity and aligning the program to fit within this capacity, cultivating district and school champions to advocate for and support the program, and flexibly adapting to shifting stakeholder needs are crucial when implementing a program in this context. IDRA was able to develop and maintain effective partnerships in some Reenergize schools by building on existing relationships. The effective planning and collaboration from school administrators allowed the Reenergize coaches to integrate into these schools smoothly. As IDRA continues to support schools around San Antonio, the findings from the Reenergize study and the lessons learned can inform future implementation and evaluation efforts. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01