A widely cited meta-analysis of the effects of comprehensive school reform and student achievement (Borman, Hewes, Overman, and Brown, 2003) found Modern Red Schoolhouse-developed whole-school intervention programs to boost student achievement outcomes at rates on par with or higher than other comprehensive school reforms such as "America's Choice and Success for All." The purpose of this Institute of Education Sciences Goal study (R305A090481) is: (1) to explore the relationships among the Systems Leadership for Middle Schools (SLMS) intervention and student achievement outcomes; and (2) to explore factors and conditions that mediate the relationships among the SLMS intervention and student achievement outcomes. These explorations will result in sets of hypotheses on the relationships between the SLMS intervention and (a) student achievement outcomes, (b) the factors and conditions that mediate the relationships between the intervention and student achievement outcomes, and (c), the SLMS intervention and changes in densities and extent of collegial ties. Tentatively, the authors conclude the SLMS intervention shows promise for boosting student achievement outcomes, despite the descriptive quantitative trends implying otherwise.