© 2025 Vista Higher Learning Reading and Writing Growth with Vista’s Engage 20 Table 11 presents the adjusted mean writing posttest scores by sex. Table 11 Mean AZELLA Writing Posttest Scores (Adjusted for Initial Writing Skills Level) Study Group N Mean SD Girls 73 224.70 25.63 Boys 98 221.89 20.94 Total 171 223.29 22.98 Average posttest scores were nearly identical for boys and girls, reinforcing that Engage supported consistent writing growth across the sexes. Question 2b: Do MLs of different ethnicities in grade 9–12 differ in their growth in English reading and writing skills (reflected on the AZELLA assessment) when receiving instruction incorporating Engage? We also examined whether instruction incorporating Engage was di erentially e ective for students of di erent ethnic backgrounds. Using ANCOVA, we compared reading and writing outcomes across ethnic groups, adjusting for each student’s initial AZELLA reading and writing levels. Reading Outcomes by Ethnicity Table 12 shows the ANCOVA results assessing reading growth from pre- to post-instruction. Instruction incorporating Engage was equally e ective across all ethnic groups in reading, F(4, 171)=1.34, p=.256. This means that after accounting for students’ initial reading levels, there were no statistically significant di erences in reading growth among ethnic groups.
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