© 2025 Vista Higher Learning Reading and Writing Growth with Vista’s Engage 23 Mean writing scores were comparable across ethnic groups, again suggesting that Engage supported consistent gains for all students regardless of background. Context and Considerations Because the White/Non-Hispanic, Multiracial, and Native American categories were combined into a single “Other” group due to small sample sizes, these findings should be interpreted with caution. The largest subgroup was Hispanic, which reflects the expected demographics for MLs in the district. While results suggest that Engage promotes equitable growth across ethnic groups, future studies with larger, more balanced samples would strengthen these conclusions. Figure 4 provides an overview of the study design used across all research questions. It illustrates how English reading and writing growth was measured for both at-risk and all ML student groups, from pre-instruction to post-instruction. This visual helps clarify the structure of this study and the sequence of AZELLA assessments used to evaluate growth. Figure 4 Design of the Engage E ectiveness Study (2024–2025): Pre- and Post-Assessment of At-Risk and All ML Students Using Engage With this foundation in place, we next look at how students in di erent grade levels responded to Engage in their reading and writing growth. Instruc on Using Engage AZELLA Reading/Wri ng Placement Summer/Fall ’24 AZELLA Reading/Wri ng Placement Summer/Fall ’24 AZELLA Reading/Wri ng Assessment Spring ’25 AZELLA Reading/Wri ng Assessment Spring ’25 At-Risk MLs At-Risk MLs All MLs All MLs
RkJQdWJsaXNoZXIy MjUyNzA0NQ==