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.
Read the early findings research report.
Sneak Preview: Early Research Findings
The MQI Coaching intervention took place in SY2014-15. In SY2015-16, we continued data collection in the form of teacher and student surveys, classroom video observations, and student assessments. Classroom video findings indicate that MQI Coaching had a positive impact on the quality of teachers' mathematics instruction. Differences between treatment and control teachers are statistically significant.