© 2025 Vista Higher Learning Reading and Writing Growth with Vista’s Engage 8 AZELLA Reading Placement Summer/Fall 24 AZELLA Wri ng Placement Summer/Fall 24 HOW THE STUDY WAS CONDUCTED This study used a pre-post, treatment-only design to evaluate growth in reading and language skills among MLs in grades 9–12. The design compared students’ pre-instruction reading and writing skills with their post-instruction levels to measure growth following instruction that incorporated Engage. To determine Engage’s impact, researchers analyzed overall reading and writing gains and explored di erences by sex, ethnicity, and academic risk status. The following diagram (Figure 1) provides a visual summary of the study’s design and analysis sequence. The extent to which students receiving instruction incorporating Engage demonstrated significant growth in English reading and writing skills, and the fact that Engage appears equally e ective across student subgroups, are both evidence of the program’s overall e ectiveness. Figure 1 Engage Program Study Design (2024–2025) Multilingual Learners Grades 9–12: Pre/Post Growth Model Together, these steps illustrate how the program’s impact on MLs’ reading and writing skills was systematically measured from the start to the end of the school year. Instruc on Using Engage AZELLA Reading Placement Summer/Fall 24 AZELLA Wri ng Placement Summer/Fall 24 AZELLA Reading Assessment Spring ’25 AZELLA Wri ng Assessment Spring ’25
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