© 2025 Vista Higher Learning Vista’s Bridges: A Study of Reading Growth in MLs 10 The sample of students participating in this study was drawn from the fall 2024 data file provided by the district containing the population of grades 6–8 students (sampling pool). There were 835 valid students classified as ML in the sampling pool. This included approximately 530 valid ML student records in the treatment group receiving instruction incorporating Bridges and 305 valid ML student records in the comparison group receiving traditional instruction. These two groups served as the pool of students available for matched group sampling. A profile of these pools is provided in Table 1, including the initial ability level of both pools as measured by the fall 2024 iReady scores, sex, race, and economic status. The racial classification of the ML population was fairly homogenous. Approximately 95% of the students were classified as White. The remaining 5% were collapsed into a single category of “non-White.” Ini al Reading Levels Before matching, students in the Bridges (treatment) group began the year with slightly higher reading scores than students in the control group. Table 1 Average Ini al Reading Scores for Students Before Matching Group Number of Students (N) Average Initial Score (Mean) Score Spread (SD) Control 530 518.35 60.47 Treatment 305 541.55 55.00 Total 835 526.82 59.56 These baseline di erences were expected and were addressed through statistical matching to ensure comparable groups for analysis. Student Demographics Students in both groups were similar in gender balance and socioeconomic background, with slightly more boys than girls, and about half of students qualifying for free or reducedcost lunch.
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