Doubling English Proficiency: Richland 2 RCT Results

District: Richland School District Two, Columbia, South Carolina

Population: Grades 7–12 secondary Multilingual Learners (MLLs)

Proficiency Level: WIDA Reading 1.0–2.5

Overview: In the 2024–25 school year, 146 secondary multilingual learners across 11 schools in Richland School District Two, all scoring WIDA Reading 1.0–2.5, received instruction through the Off2Class Foundational Literacy Curriculum. Instruction was delivered twice weekly by teachers or teachers paired with dedicated online high-impact tutors (HIT) provided by Littera, with students randomly assigned to two study arms as part of a randomized controlled trial (RCT).

The result: doubling English proficiency gains compared to national averages, as measured by WIDA ACCESS Reading. The approach was also highly cost-effective: at $665 per pupil, it required only about one-third of the funding typically provided to districts through federal Title III grants and state EL/MLL support programs.

The Challenge

Low-literacy secondary MLLs often struggle to make measurable gains in English reading proficiency. Traditional ELD blocks lacked structured, research-backed instruction, limiting student progress.

Implementation Highlights

• 618 minutes of targeted instruction per student over the school year
• Dedicated MLL educators experienced in Off2Class curriculum & HIT
• Strong district culture emphasizing measurable WIDA outcomes

The Results

• Doubling English proficiency gains (~2× WIDA reading growth vs. national averages)
• Statistically significant improvements for low-literacy secondary MLLs
• Achieved cost-effective results: $665 per pupil, approximately one-third of typical federal/state funding for EL/MLL programs
• Teachers and tutors reported Off2Class as easy to use and highly effective for foundational English skills

Effective Across a Diverse Student Population

The study showed strong reading gains across a wide range of student backgrounds, reflecting the diversity of real-world classrooms. Participants included students identifying as Asian, Latino/a, and other racial groups, as well as those from Spanish-speaking households. The sample also included students facing economic disadvantage and those receiving Special Education services.

Despite differences in language background, socioeconomic status, and learning needs, students consistently demonstrated meaningful improvement in English reading outcomes. These consistent results suggest the model is both equitable and adaptable—capable of supporting diverse learners while maintaining strong outcomes at scale.

Importantly, outcomes were strong regardless of how long students had been receiving English language services. Both newcomer students and those with more years in U.S. schools made meaningful progress, showing the model’s effectiveness across different stages of language development. Whether students were just beginning to learn English (1-2 years) or had been in programs for several years (4+ years), the approach consistently supported measurable growth in reading proficiency.

“Seeing nearly double the expected reading gains for our secondary multilingual learners confirms the power of structured, research-backed ELD instruction. Off2Class makes implementation simple and results measurable.”

👉 Access the full RCT report here.