#  MQI Research Study 

 



The MQI research study included the development and implementation of the [MQI Coaching Cycle](/coaching-cycle), as well as a rigorous evaluation of the program’s effectiveness using a teacher-level random assignment design.

**Participants**  
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.

 ![Research Study Participation](/sites/g/files/omnuum3591/files/mqi-coaching/files/mqi-coaching-findings-participation.jpg)

 

**Survey Findings**  
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 Study Responses Useful PD](/sites/g/files/omnuum3591/files/mqi-coaching/files/research-responses-useful-pd.jpg)

 

 ![Research Study Responses Improvement](/sites/g/files/omnuum3591/files/mqi-coaching/files/mqi-coaching-findings-improvement.jpg)

 

  
**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.

Learn more: [Research Brief](https://mqicoaching.cepr.harvard.edu/sites/g/files/omnuum3591/files/2025-05/mqi-coaching-research-findings_2019.pdf) | [Working Paper](https://cepr.harvard.edu/files/cepr/files/mqi-coaching-working-paper-2018.pdf)

   ![Instruction Improved Graph](/sites/g/files/omnuum3591/files/styles/hwp_1_1__960x960_scale/public/mqi-coaching/files/mqi-coaching-instruction-improved.jpg?itok=VFQeN8Xe) 

 

   ![Retention Increased Graph](/sites/g/files/omnuum3591/files/styles/hwp_1_1__960x960_scale/public/mqi-coaching/files/mqi-coaching-retention-increased.jpg?itok=2hRzgicQ) 

 



 

##  Research Team 

**Heather Hill**, Harvard Graduate School of Education  
**Matthew Kraft**, Brown University  
**Corinne Herlihy**, Center for Education Policy Research at Harvard University



 

##  Funders 

**National Science Foundation**, Grants 1348144 & 0918383;   
**Institute of Education Sciences**, Grant R305C090023



 

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