© 2025 Vista Higher Learning Vista’s Bridges: A Study of Reading Growth in MLs 12 of 835 students in grades 6–8 included in the PSM analysis. This included 530 students from the initial control group pool and 305 from the initial treatment group pool. For each member of the 305 treatment group student pool, a matching control group member was sought. The matching procedure identified 502 matched treatment-comparison pairs, consisting of 251 treatment group students and 251 control group students. Student Par cipa on Over Time During the study, a small number of students were unable to complete the spring 2025 reading posttest because they moved or were absent during testing. In total, 41 students (8%) did not have posttest scores available. Attrition was nearly the same across both groups—7% in the control group and 9% in the Bridges group—and was well within accepted research guidelines (ESSA, 2020). The remaining 461 students made up the final analysis group, and the results for these students are shown below. Students who completed both the pretest and posttest began the study with nearly identical reading scores, showing that the two groups remained comparable at the start of the study. The table below presents the initial reading scores for students who completed both the pretest and posttest, showing that the treatment and control groups began the study at nearly identical levels of reading proficiency. Table 3 Average Initial Reading Scores of Students Who Completed the Study Group Number of Students (N) Average Initial Score (Mean) Score Spread (SD) Control 228 532.37 44.82 Treatment 233 533.18 52.92 Total 461 532.78 49.03 These results confirm that students who remained in the study all started at similar reading levels, ensuring that any differences observed later reflect the impact of the Bridges program rather than preexisting skill gaps. Students who completed the study were evenly distributed across sex, race, and socioeconomic background, indicating that the treatment and control groups were similar after accounting for attrition.
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