© 2025 Vista Higher Learning Vista’s Bridges: A Study of Reading Growth in MLs 21 Table 13 ANCOVA Results Comparing Bridges and Control Groups by Free or Reduced-Cost Lunch Eligibility: iReady Reading Skills Posttest Scores Adjusted for Initial Reading Level Source Type III Sum of Squares Df Mean Square F Sig Corrected Model 845175.656 4 211293.92 118.48 <.001 Intercept 25484.96 1 25484.96 14.29 <.001 iReady Fall 2024 Assessment 796670.80 1 796670.81 446.72 <.001 Study Group 16397.83 1 16397.83 9.20 .003 Free Lunch Eligibility 311.67 1 311.67 .18 .676 Study Group Free Lunch Eligibility 7222.23 1 7222.23 4.05 .045 Error 813215.04 456 1783.37 Total 138176294.00 461 The significant interaction between study group and free lunch eligibility (p=.045) indicates that Bridges was particularly effective for students from lower-income backgrounds. The adjusted mean posttest scores below show how students eligible and not eligible for free lunch performed in each group. Table 14 Adjusted Mean iReady Reading Posttest Scores by Economic Status and Study Group Study Group Free Lunch N Mean SD Control Not Eligible 110 545.65 56.60 Control Eligible 118 530.24 59.95 Total 228 537.68 58.74 Treatment Not Eligible 114 558.98 57.97 Treatment Eligible 119 542.47 62.47 Total 233 550.55 60.75 Total Not Eligible 224 552.44 57.56 Total Eligible 237 536.38 61.41 Total 461 544.18 60.04 Students from economically disadvantaged backgrounds (measured here by eligibility for free lunch) in the Bridges program demonstrated greater reading growth than similar students in the control group, suggesting that Bridges may help narrow achievement gaps related to socioeconomic status.
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