© 2025 Vista Higher Learning Vista’s Bridges: A Study of Reading Growth in MLs 19 Across both groups, boys scored slightly higher than girls, but the difference was not statistically significant. Bridges supported comparable reading gains for all students regardless of sex. Comparison of Reading Growth by Race/Ethnicity We examined the impact of study group by racial background. Since the ML instructional program in the district is largely comprised of Hispanic students, nearly all the students in both the treatment and control groups classified themselves as White, and in a separate question, identified themselves as coming from a Spanish-speaking background. The main effect for the study group was reconfirmed, with the treatment group using Bridges outperforming the control group (F=3.32; df=1/461; p=.069). (However, the level of statistical significance was somewhat lower due to small differences in the model construction, including for race.) There was no significant interaction observed. Reading skills growth differences between the two study groups was largely unaffected by race. Bridges was equally effective for both White and non-White students. The ANCOVA results below show whether race interacted with instructional groups to affect reading growth. Table 11 ANCOVA Results Comparing Bridges and Control Groups by Race (White/Non-White): iReady Reading Skills Posttest Scores Adjusted for Initial Reading Level Source Type III Sum of Squares Df Mean Square F Sig Corrected Model 837982.33 4 209495.58 116.44 <.001 Intercept 27652.68 1 27652.68 15.37 <.001 iReady Fall 2024 Assessment 809738.42 1 809738.42 450.07 <.001 Study Group 5975.02 1 5975.02 3.32 .069 Race (White/Non-White) 2.97 1 2.97 .01 .968 Study Group Race (White /Non-White) 346.26 1 346.26 .19 .661 Error 820408.37 456 1799.14 Total 138176294.00 461 Although the Bridges group showed higher overall scores than the control group, there was no significant interaction between race and instructional group. The program appeared equally effective for White and non-White students. The adjusted mean posttest scores by race and study group are displayed below to illustrate these results.
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