The data gathered from the "MMGW" ("Making Middle Grades Work") network schools support the importance of teacher expectations found by other research. Of the four relationships between teacher quality and student achievement, expectations was by far the strongest and extended to reading, mathematics and science. The relationship between high expectations and higher student test scores supports SREB's recommendation that schools and districts seek out and recruit those teachers who view themselves as responsible for student success. The next strongest relationship between teacher quality and student achievement centered on the use of effective instructional practices in the classroom. When students reported that teachers used engaging and varied instructional practices in the classroom, reading and mathematics achievement increased. As states and local districts expand professional development activities, these activities should focus on effective instructional practices and emphasize that teachers' use of these strategies positively impact student achievement. "MMGW" data support the positive effect on student achievement of mentoring/induction for teachers--especially mathematics teachers--who participate in these programs. More study on the effect of these programs is needed, but these preliminary results suggest that mentoring/induction programs benefit both veteran and new teachers and participation should be encouraged.