The MQI research study included the development and implementation of the MQI Coaching Cycle, as well as a rigorous evaluation of the program’s effectiveness using a teacher-level random assignment design.
The study recruited 142 mathematics teachers (Grades 3–8) from two public school districts in a midwestern state. Seventy-two teachers were assigned to participate in MQI Coaching (treatment group), and 70 teachers were assigned to the control group. Most teachers participated in 10 or more MQI Coaching Cycles.
Preliminary findings are based on implementation data and teacher surveys collected during the implementation year. Nine teachers in the treatment group did not participate in any coaching cycles. Sixty-one treatment teachers and 57 control teachers responded to the survey. Differences in the distribution of survey responses on the each of the two items displayed are statistically significant.
Research Findings: Impact of MQI Coaching
In February 2019, the Center for Education Policy Research at Harvard University published research findings from a randomized controlled trial on MQI Coaching. Key findings about the impact of MQI Coaching include:
Mathematics Instruction Improved
MQI Coaching resulted in significant improvements in the quality of teachers’ mathematics instruction, as measured by classroom video and student surveys.
Math Teacher Retention Increased
Participation in MQI Coaching increased the probability that a teacher would continue to teach math in a tested grade the following year.
No Signficant Impact on Student Test Scores
The sizable instructional improvements did not lead to measurable improvements in student test scores.