MQI Research Study
The MQI Research Study
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.
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.
Dive into the research study.
In 2014, we began to deliver virtual mathematics coaching to teachers in two public school districts in a mid-western state. As part of this project, we recruited 142 teachers (Grades 3–8), assigning 72 teachers to participate in our program (treatment group), and 70 teachers to a control group. Teachers in the treatment group videotaped their classroom mathematics instruction, then met with coaches to view and analyze that instruction, and to plan for improvement. Coaches and teachers used the Mathematical Quality of Instruction (MQI) protocol to structure this work. In total, 23 coaches at Harvard University worked with 68 teachers, meeting nine times, on average, over the course of the 2014–2015 year. Most teachers participated in 10 or more MQI Coaching Cycles.
View the research brief below: