Under the “Double Reduction” policy, which aims to alleviate student burden and enhance educational quality, this study explores the effectiveness of the Stratified and Mobile Class Model in junior high school English teaching. Focusing on both academic performance and learning engagement, the research employed a mixed-methods approach, including pre- and post-tests, questionnaires, and interviews with 164 eighth-grade students and 3 English teachers implementing this model. Results indicate that the model significantly improved students’ overall English scores. A key finding is that students in the Basic Administrative Classes demonstrated nearly twice the average score gain of their peers in the Advanced Class (mean improvements of 11.812 vs. 6.170 points), highlighting the model’s pronounced efficacy for lower-proficiency learners. In terms of learning engagement, the model positively influenced behavioral and cognitive engagement across both groups. Students in the basic classes showed marked increases in participation and strategic learning, while advanced students exhibited enhanced higher-order thinking. However, the impact on emotional engagement was nuanced: basic class students experienced reduced anxiety and growing confidence, yet their intrinsic interest saw minimal growth; advanced class students, despite cognitive benefits, reported a slight decline in emotional engagement due to an intensified competitive climate. These findings suggest that while the Stratified and Mobile Class Model is a promising pedagogical strategy for implementing “Double Reduction” and promoting educational equity, its success depends on complementary efforts to foster emotional motivation and a supportive learning environment for all students.
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