© 2025 Vista Higher Learning Reading and Writing Growth with Vista’s Engage 21 Table 12 ANCOVA Results for Reading Growth (AZELLA Posttest Adjusted for Pre-Instruction Reading Level) Source Type III Sum of Squares Df Mean Square F Sig Corrected Model 176384.90 5 35276.98 45.82 <.001 Intercept 23574.71 1 23574.71 30.62 <.001 AZELLA PreInstruction Scores 157643.01 1 157643.01 204.75 <.001 Ethnicity 4137.15 4 1034.29 1.34 .256 Error 127039.10 165 769.93 Total 7257899.00 171 Corrected Total 303424.00 170 Instruction incorporating Engage was equally e ective across all ethnic groups in reading. After adjusting for students’ initial reading levels, there were no statistically significant di erences in reading growth among groups, as seen in Table 13 below. Table 13 Adjusted Mean AZELLA Reading Posttest Scores by Ethnicity Ethnicity N Mean SD Missing 3 African American 39 195.90 37.57 Asian American 27 198.00 46.39 Hispanic 94 205.94 41.52 Other (White/NonHispanic, multiracial, Native American) 8 205.94 44.14 Total 171 201.67 42.25 Average adjusted posttest reading scores were similar across all groups, with Hispanic students representing the largest subgroup. These findings further support that Engage instruction was equally e ective across ethnicities in promoting reading growth.
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