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For SY 2014-15, an evaluation examines patterns of implementation fidelity across five MSQI pillars, school-level contextual factors, and relationships between fidelity and DRP-measured literacy growth. Results highlight uneven adoption of pillars, the role of principal effectiveness and coaching, uncertainty about fidelity-to-growth links, and recommendations centered on literacy coaching, program alignment, and improved SRP implementation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/middle-school-quality-initiative-msqi-evaluation-findings-and-recommendations-sy-2014-15/585394/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/middle-school-quality-initiative-msqi-evaluation-findings-and-recommendations-sy-2014-15/585394.png","ImageObject",300,407,{"name":92,"@type":93},"Aria Callaghan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the Middle School Quality Initiative (MSQI)?","Question",{"text":112,"@type":113},"MSQI was launched to improve literacy levels in the lowest-performing New York City middle schools through an instructional intervention.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which factors were associated with higher MSQI implementation fidelity?",{"text":117,"@type":113},"Schools with effective principals and high ELA performance showed higher fidelity, while coaches helped mitigate difficulties in schools with low ELA performance or a low proportion of effective teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"What recommendations does the document make for improving MSQI implementation?",{"text":121,"@type":113},"Recommendations include providing literacy coaching in all MSQI schools (with a critical ratio of 1 coach to 6–8 schools) and strengthening alignment across MSQI literacy requirements and content-area curricula to make integration more feasible.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585394,1792934234,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},962084926284,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","I. BACKGROUND   \nIn 2011, the NYCDOE and the City Council’s Middle School Taskforce launched the Middle School Quality Initiative (MSQI) as an instructional intervention for improving literacy levels in the lowest performing middle schools in New York City. The initiative grew rapidly and now serves over 100 schools and 53,000 students (table 1) .  \nCohorts (Year of Entry) \\# of Schools \\# of Students \\# of Teachers  \nCohort 1 (2011) 21 9,284 782  \n Cohort 2 (2012) 19 13,762 1,047   \nCohort 3 (2013) 17 10,296 719  \n Cohort 3 Extra (2013) 19 8,280 601   \nCohort 4 (2015) 31 12,245 838  \n Schools discontinued 11 5,503 444   \nActive schools in SY 2015-16 107 53,867 3,987  \nWhen designing last year’s evaluation, MSQI leadership and the Research and Policy Support Group (RPSG) agreed to focus on uniformly collecting implementation fidelity data. The 2014- 2015 fidelity survey provides a snapshot of MSQI implementation in SY 2014-15, describing pillar activities across all 87 schools.  \n II. EVALUATION FINDINGS   \nFindings on the four key evaluation questions for SY 2014-15 are presented below.  \n➊ What are the patterns of implementation fidelity across MSQI schools?  \nFrom MSQI’s initiation, school leaders possessed ample freedom to implement the most relevant pillars for their schools. Few schools were able to simultaneously take all pillar activities from an early stage of development (pre-emergent or emergent) to a deeper level of engagement (active or full) .  \n• Schools need support to improve their proctoring of universal literacy screeners (DRP) and the subsequent use of results to maximize the benefit of these exams for students.  \n• Strategic Reading Periods are in progress, though few schools have yet to implement it as MSQI recommends (5 days/week, 40 minutes per period, using tiered interventions) .  \n• Few schools are monitoring essential data (ELA, DRP, and secondary diagnostics) in a single data system, or discussing student scores during teacher team meetings.  \n• Promoted by multiple DOE initiatives, most schools report addressing literacy across content areas, holding teacher team meetings, and planning professional learning opportunities.  \n➋ What school-level contextual factors (including principal leadership capacity, teacher performance, and student ELA outcomes) are associated with MSQI implementation fidelity?  \n• Schools with both effective principals and high ELA performance exhibit high fidelity.  \n• Coaches mitigate the difficulty of implementing MSQI in schools with low ELA performance.  \n• Coaches mitigate the difficulty of implementing MSQI in schools with a low proportion of effective teachers.  \n• There is no difference in fidelity between MSQI cohorts.  \n➌ What is the relationship, if any, among MSQI implementation fidelity and gains in literacy achievement as measured through the DRP, net of contextual factors?  \n• Schools with higher ratings for rigorous instruction, as indicated by the NYC School Survey, tend to show greater DRP growth.  \n• Schools with low ELA scores are just as likely as schools with high ELA scores to show DRP growth.  \n• There is uncertainty about the relationship between fidelity and DRP growth.  \n| MSQI PILLARS |\n| --- |\n| Pillar 1\u003Cbr>Reading Screening and Monitoring\u003Cbr>Pillar 2\u003Cbr>CCLS Literacy across the Content Areas\u003Cbr>\u003Cbr>Pillar 3\u003Cbr>Strategic Reading Period (SRP)\u003Cbr>\u003Cbr>Pillar 4\u003Cbr>Interdisciplinary Teacher Teams\u003Cbr>Pillar 5\u003Cbr>Continuous Professional Development |\n\nCarmen Fariña, Chancellor  \n➍ What additional school-level factors may influence MSQI implementation?  \n• School-Wide Literacy Vision: Of the 86 schools interviewed, 56 principals provided a neutral or poorly-articulated literacy vision for their schools. A common difficulty was a focus on very distant outcomes, such as “college and career readiness”, to the exclusion of more proximate outcomes.  \n• School Libraries: A key factor in implementing a successful literacy program is to ensure that students have ac","cbCaimfPFQWvUT3e","https://ap.wps.com/l/cbCaimfPFQWvUT3e","pdf",686924,"English","# Background\n# Evaluation Findings\n## Implementation fidelity patterns\n## Contextual factors associated with fidelity\n## Relationship between fidelity and literacy gains\n# Additional Findings\n# Recommendations","[{\"question\":\"What was the purpose of the Middle School Quality Initiative (MSQI)?\",\"answer\":\"MSQI was launched to improve literacy levels in the lowest-performing New York City middle schools through an instructional intervention.\"},{\"question\":\"Which factors were associated with higher MSQI implementation fidelity?\",\"answer\":\"Schools with effective principals and high ELA performance showed higher fidelity, while coaches helped mitigate difficulties in schools with low ELA performance or a low proportion of effective teachers.\"},{\"question\":\"What recommendations does the document make for improving MSQI implementation?\",\"answer\":\"Recommendations include providing literacy coaching in all MSQI schools (with a critical ratio of 1 coach to 6–8 schools) and strengthening alignment across MSQI literacy requirements and content-area curricula to make integration more feasible.\"}]","Middle School Quality Initiative (MSQI) Evaluation Findings and Recommendations - SY 2014-15 | PDF",1792054593]