Page | 35 Question 2: Comparison of Treatment and Comparison Group Language Skills Growth Do grade 9−12 students receiving instruction incorporating Engage (intervention group) achieve significantly greater levels of language skills growth than grade 9−12 students not receiving instruction incorporating Engage do? What is the magnitude of diBerence between the language skills growth between the two study groups? Are these diBerences in reading skills growth attributable to gender, race, ethnicity, and economic status? Question 2 Study Design To answer Question 2, the language skills growth of the intervention group will be compared to the growth of the comparison group using analysis of covariance (ANCOVA). The design for question 2 is illustrated in Figure 2 below. Figure 2: Question 2 Study Design We will use ANCOVA to examine the language skills posttest scores (dependent variable) achieved by students in the intervention group and comparison group (independent variable) and gender, race, ethnicity, and economic status (independent variables), adjusting for the pretest scores (covariate). Tests will be conducted at the .05 level of significance. Engage Intervention Group Engage Comparison Group i-Ready Reading Skills Posttest i-Ready Reading Skills Pretest i-Ready Reading Skills Posttest i-Ready Reading Skills Pretest Instruction Without Engage Instruction Using Engage
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