© 2025 Vista Higher Learning Reading and Writing Growth with Vista’s Engage 13 RESULTS Who Completed the Study Of the 171 students who took part in the study, 54% were in grade 9, 23% in grade 10, 12% in grade 11, and 11% in grade 12. This mix reflects the typical makeup of multilingual learners in the district’s high school English language development programs. Including students across all four grade levels ensured that the study captured language growth at di erent stages of high school, from newly entering freshmen to students preparing for graduation. Reading Growth Results Question 1: Do grade 9–12 ML students receiving instruction incorporating Engage (treatment group) show significant growth in reading and skills measured by the AZELLA over the course of a school year? What is the magnitude of the growth achieved? To answer this question, we compared pre-instruction and post-instruction AZELLA scores for ML students in grades 9–12 who received Engage instruction. Results are illustrated in Figures 2–3 and Tables 4–7. ML students demonstrated statistically significant growth in reading after one school year of Engage instruction. The average reading score increased from 186.24 (pre-instruction) to 201.67 (post-instruction)—a gain of 15.43 points. This growth was statistically significant (T=9.3; df=171; p< .001) and represented a moderate e ect size (d=.37). Across grade levels, reading e ect sizes ranged from .33 to .47, with the largest gains observed in grade 11 students (d=.47).
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