© 2025 Vista Higher Learning Reading and Writing Growth with Vista’s Engage 26 Both figures show that while at-risk students started well below the proficiency benchmark, their post-instruction performance displays meaningful progress toward narrowing the gap. INTERPRETATION OF RESULTS While at-risk students demonstrated notable improvement, their post-instruction means (Reading=179; Writing=211) remain below the 250 score proficiency benchmark, suggesting ongoing gaps in language proficiency. Nevertheless, the data indicate that Engage helped these students “catch up” rather than fall further behind. Specifically: • At-risk students’ average reading score (179.43) compared to the total ML group (201.67) shows meaningful progress toward closing the gap. • For writing, at-risk students averaged 210.95 compared to 223.09 for the total ML group. • The e ect-size di erences of +.19 for reading and +.27 for writing are educationally meaningful, suggesting that Engage was particularly e ective for students most in need of language growth. Understanding the Findings in Context Although these results provide encouraging evidence of Engage’s positive impact for at-risk students, interpretation should be made with caution. The study did not include a control group for direct comparison, limiting our ability to determine the exact magnitude of the observed e ects. Even so, the consistent positive direction of the results across both reading and writing suggests that Engage can play a significant role in helping at-risk ML students build foundational literacy skills.
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