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2009–2010 Saxon Math Report Card: School Results and Testimonials
Saxon Math Works Across the Nation
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1Saxon Math Report Card 2009–2010
2009–2010 Saxon Math Report Card
Saxon Math Report Card 2009–2010 1
Saxon Works Across the Nation“Saxon Works!” It’s a phrase that is heard consistently in Saxon classrooms across the country. Saxon products and programs have a proven record of success in every type of school setting—urban, suburban, rural, public, private, charter, and parochial—for over 25 years
The success of Saxon programs can be attributed to the program’s unique, effective, and research-based pedagogy, which helps students develop a deeper understanding of concepts and how to apply them.
Saxon’s approach is truly different from traditional chapter programs. Recognizing that smaller pieces of
information are easier to teach and learn, Saxon’s unique innovative instructional approach breaks complex concepts into related increments. The instruction, practice, and assessment of those increments is systematically distributed across a grade level. This gives students the time to practice, process and master concepts, which ensures that students gain and retain critical thinking skills. It also ensures a deep mastery and conceptual understanding of critical skills and concepts.
Test scores and success stories gathered from Saxon schools
around the country are reported here in the Saxon Math Report Card. It sets the standard for recognizing schools for their outstanding academic achievement with Saxon’s research-based programs. These schools represent Saxon’s rapidly expanding base of users who are dedicated to seeing its use in classrooms grow. Their zeal for Saxon is more than an affi nity for a product. Saxon supporters are a family—a community that has seen the tremendous advantages of the Saxon learning approach.
Ask one and they’ll tell you… Saxon Works!
>>>
Saxon Math—The Difference That Gets Results2 The Difference That Gets Results
Research Tested, Classroom Perfected
Since day one, the Saxon commitment has always been to turn education around in America by producing programs with proven records of success.
Saxon continues this dedication to success by offering heavily researched instructional and student materials.
One of the reasons Saxon programs have a high rate of success is the lessons are rigorously fi eld-tested long before they are published. Revisions are made based on the fi eld test results and input from teacher advisory boards. After the program is published, feedback from teachers and administrators is used to continually refi ne the program. This process of writing, testing, revising and publishing ensures that every Saxon program produces desirable classroom results, time after time.
Additionally, research for Saxon Math’s middle school program (Resendez & Azin, 2006) was recognized by the What Works Clearinghouse as meeting all evidence standards. This randomized controlled trial showed an average increase of +9 percentile points for the 6th, 7th and 8th grade students that participated in the study.
Improved Results
Classrooms throughout the country have experienced dramatic success through the use of Saxon Math. From grades K through 12, Saxon Math offers curricula that promote conceptual understanding and a deep mastery of skills, while improving results—year after year.
Students benefi t from the spiraled approach that is instilled in every Saxon Math lesson. Unlike traditional chapter-approaches, concepts appear and reappear throughout the Saxon program, meaning students must retain the information they learn and apply it in increasing complexity as they progress.
The Saxon Math approach engages students and helps build confi dence so that they are prepared for higher learning.
During my fi rst year of using the program I noticed right away how comfortable my students felt with the math concepts. They never seemed to have a shocked or confused look when I asked them a question. The amount of exposure the students had to all the concepts allowed them ample time to master all skills and feel confi dent when participating in class discussion. The spiral approach to Saxon Math has made a lasting impact on the students’ mathematical thinking and foundation. As a primary teacher I’ve never had a class excel in their problem solving and understanding of math as I’ve had using Saxon Math.
Michael LemkeInstructional Coach, Newton Conover SchoolsNewton, NC
Students realize that they are not just learning a concept for one chapter—they need to maintain all skills.”
Jacque NovotnyMath Teacher and Department ChairpersonSt. Mary’s School, Sleepy Eye, MN
Saxon Works Across the Nation
Saxon Math Report Card 2009–2010
Differentiated Instruction
Whether students are struggling, on-level or advanced, Saxon Math works.
Saxon Math ensures that all students learn and retain key math concepts they need to succeed. Read on to see how Saxon Math has delivered positive results in schools across the country.
Saxon has allowed us to target our lowest quartile of learners through its spiral program of constant repetition of skills while at the same time providing a challenging curriculum for those students who consistently score well on the test. The basic facts practice, along with the daily warm-up meetings, has provided our children with the tools to develop problem solving skills far superior to other programs. Simply stated, Saxon is the best math program we have ever taught, and as the old adage goes, ‘the proof is in the pudding.’
Roger GoldenPrincipal, Berryhill ElementaryMilton, FL
Teachers benefi t from the carefully crafted lesson plans and time-tested pedagogy. Saxon’s scripted Teacher’s Manuals promote effi ciency and fi delity.
3
With Saxon, year after year my 4th grade students feel challenged and motivated to get the math work done. They are never bored, because the program introduces small, easy to understand lessons that build upon each other over time. The continual daily practice of these skills allows my students to develop a deeper understanding of the concepts, and they retain the information throughout the year.”
Karen Humphreys4th Grade Teacher, Highland Elementary SchoolRidgeland, MS
The lessons are easy to follow and everything I need is included in the program! The components all work together so well that it makes my job so much easier.
Jody BentzLead Teacher, Taylor PrimarySnowfl ake, AZ
4
IndexFoundational Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Arab Elementary School, Arab, AL. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lakewood Elementary School, Phenix City, AL . . . . . . . . . . . . . . . . 10
Full Circle Learning Academy, Los Angeles, CA . . . . . . . . . . . . . . . 12
Soulsbyville Elementary School, Soulsbyville, CA . . . . . . . . . . . . . . 14
Fowler Elementary School, Fowler, CO. . . . . . . . . . . . . . . . . . . . . . . 16
Berryhill Elementary School, Milton, FL . . . . . . . . . . . . . . . . . . . . . . . 18
Hungerford Elementary School, Maitland, FL . . . . . . . . . . . . . . . . . . 20
Tyndall Elementary School, Panama City, FL . . . . . . . . . . . . . . . . . . 22
Kellogg Elementary School, Chicago, IL . . . . . . . . . . . . . . . . . . . . . . 24
Moline School District, Moline, IL. . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Portage Park Elementary School, Chicago, IL . . . . . . . . . . . . . . . . . 28
Grandville Central Elementary School, Grandville, MI . . . . . . . . . . . 30
Grandville Cummings Elementary School, Grandville, MI . . . . . . . . 32
Kingsley Elementary School, Kingsley, MI . . . . . . . . . . . . . . . . . . . . . 34
Sherwood Elementary School, Arnold, MO . . . . . . . . . . . . . . . . . . . 36
Waynesboro Elementary School, Waynesboro, MS . . . . . . . . . . . . 38
Wyndmere Elementary School, Wyndmere, ND. . . . . . . . . . . . . . . . 40
Chippewa Elementary School, Holtsville, NY . . . . . . . . . . . . . . . . . . 42
Dr. Martin Luther King, Jr. PS #9, Rochester, NY. . . . . . . . . . . . . . . 44
Hawthorne Elementary School, Rochester, NY . . . . . . . . . . . . . . . . 46
Lynwood Elementary School, Farmingville, NY. . . . . . . . . . . . . . . . . 48
Sachem School District, Holbrook, NY . . . . . . . . . . . . . . . . . . . . . . . 50
Wapakoneta School District, Wapakoneta, OH. . . . . . . . . . . . . . . . 51
Fort Cherry Elementary School, McDonald, PA . . . . . . . . . . . . . . . . 52
J.W. Wiseman Elementary School, Portland, TN . . . . . . . . . . . . . . . 54
North Franklin School District, Cornell, WA . . . . . . . . . . . . . . . . . . . 56
Oregon Trail Elementary School, Casper, WY . . . . . . . . . . . . . . . . . 58
Additional Testimonials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Data CompilationThe information contained in this Saxon Math Report Card has been gathered from schools across the country to demonstrate the effectiveness and success of the Saxon Math program.
Schools’ demographic information, test scores, and quotes have been included in this report with written consent of the participants. Schools for which Saxon did not have written consent on fi le were not considered for inclusion in the Saxon Math Report Card.
By Metropolitan Status:Urban: pages 12, 20, 24, 28, 44, 46, 61, 62, 63
Suburban: pages 10, 18, 22, 26, 30, 32, 36, 42, 48, 50, 51, 58, 60
Rural: pages 8, 14, 16, 34, 38, 40, 52, 54, 56, 60
By Socioeconomic Status*:Low: pages 12, 20, 28, 34, 38, 40, 44, 46, 54, 60, 61, 63
Mid: pages 14, 16, 18, 22, 24, 30, 36, 51, 58
High: pages 8, 10, 26, 32, 42, 48, 52
*A school was classifi ed with a socio-economic status of “low” if the number of students eligible for the free and reduced lunch program was 50% or more, “mid” was chosen if the range was between 30% and 49% and the classifi cation of “high” was given to those schools where the number of eligible students was 29% or below.
Saxon Math Report Card 2009–2010 5
Saxon Math—The Difference That Gets Results6 The Difference That Gets Results
A well-articulated curriculum challenges
students to learn increasingly more sophisticated
mathematical ideas as they continue their studies.
Because smaller pieces of information are easier to
teach and easier to learn, the Saxon Math series was
developed by breaking down complex concepts into
related increments. The Saxon approach sets itself apart
from most programs in that it distributes instruction,
practice, and assessment instead of massing these
elements throughout the lessons and school year. As
students encounter new increments of instruction, they
are also continually reviewing previously introduced math
concepts, ensuring that they truly integrate and retain
critical math concepts to a level of mastery. This
pedagogy is benefi cial to all learners, particularly
Special Education and English Language learners.
Theoretical Framework for Saxon MathSaxon’s instructional approach to teaching mathematics is supported by Gagne’s (1962, 1965) cumulative-learning theory and Anderson’s (1983) ACT theory. Gagne’s theory of cumulative learning is based on the premise that intellectual skills can be broken down into simpler skills. Research has shown that intellectual skill objectives are arranged into a pattern that reveals prerequisite relationships among them (Gagne & Briggs, 1974). Thus, lower-level skills must be mastered before higher-level skills can be achieved. Anderson’s ACT theory explains the development of expertise through three stages: cognitive, associative, and autonomous. During the cognitive stage, learners rehearse and memorize facts related to a particular domain or skill that guide them in problem solving. Within the associative stage, learners are able to detect errors and misunderstandings through continual practice and feedback. By the time learners have reached the autonomous stage, they have practiced a skill to the extent that it becomes automated, providing the foundations necessary to achieve higher-level learning and deep mastery as concepts become increasingly more complex.
Incremental Instruction Distributed Across the LevelOver the past thirty years, research has suggested that there is value in a teaching method that uses small, easily digestible chunks of information that are distributed across an extended period of time (Cepeda, Coburn, Rohrer, Wixted, Mozer & Pashler, 2009; Ausubel, 1969; Brophy & Everston, 1976). Studies by Rosenshine and Stevens (1986) and Brophy and Everston demonstrate the importance of using incremental steps when teaching new information. Effective concept development involves incremental skill instruction distributed throughout a school year.
In Saxon Math, each increment builds on the foundation of earlier increments, leading students to a deeper
Foundational Research
Saxon Math Report Card 2009–2010
understanding of mathematical concepts. The incremental instruction of related elements is carefully distributed throughout each grade level, ensuring that students have the opportunity to master each increment before being introduced to the next related one.
Continual Practice Distributed Across the LevelFoundational research also shows that distributed instruction results in a higher level of recall than massed instruction (Rohrer & Taylor, 2007; Glenberg, 1979; Hintzman, 1974). Several research studies have shown that students who are taught with a mathematics curriculum that uses continual practice and review demonstrate greater math achievement and skill acquisition (Good & Grouws, 1979; Hardesty, 1986; MacDonald, 1984; Mayfi eld & Chase, 2002; Ornstein, 1990; Usnick, 1991). Dempster (1991) noted that the benefi ts of review have been validated by research since the early part of the 20th century, and numerous studies suggest that when review is incorporated into the learning process both the quantity and quality of what is learned is improved.
In Saxon Math, practice of an increment is continual and distributed across each grade level. After an increment of a concept is introduced, students are given multiple opportunities and ample time to practice it. This allows students to understand and master the increment before being introduced to a related increment of the concept. Continual, distributed practice ensures that concepts are committed to students’ long-term memory and that students achieve automaticity of basic math skills.
Cumulative Assessment Distributed Across the LevelFrequent and distributed cumulative assessment is found to be effective by a number of studies showing that students who are assessed frequently have higher test scores than students who are assessed
infrequently (Blair, 2000; Peckham & Row, 1977; Rohm, Sparzo, & Bennett, 1986). Research indicates that well-designed classroom testing programs that are routine rather than an interruption have a positive impact on later student achievement (NCTM, 2000; Dempster, 1991). Dempster found that higher levels of achievement occur when testing is frequent and cumulative rather than infrequent or related only to content covered since the last test. Additionally, mixed review and assessment is shown to improve students’ ability to identify the correct skills or concepts needed to solve a problem (Rohrer, 2009).
In Saxon Math, the frequent, cumulative assessments examine both the acquisition and maintenance of concepts. Assessments are provided at regular intervals to help teachers frequently gauge students’ progress. Furthermore, because each assessment is cumulative, teachers can also monitor students’ retention of critical concepts—and remediate, intervene, and enrich as needed.
7
Saxon Math—The Difference That Gets Results8
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: RuralGrade Levels: ElementaryNumber of Students: 546Number of Teachers: 30Percentage of Students Qualifying for Free/Reduced Lunch Program: 25%
Multicultural Student Percentages:Caucasian: 98%Hispanic American: 2%
BACKGROUND AND ANALYSISThe Alabama Reading and Math Test (ARMT) is based on Alabama’s curriculum standards. Students that score levels 3 and 4 in Mathematics on the ARMT are considered meeting and exceeding standards. Saxon Math was implemented at the beginning of the 2005 school years. Third, fourth and fifth grade students at Arab City Elementary School have consistently outranked students in the state since implementation.
GRADE 3Longitudinal comparison of third grade students at Arab City Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on o
n th
e A
laba
ma
Rea
ding
and
Mat
h Te
st
(AR
MT)
Number of Students Tested 2005 2006 2007 2008 2009
State 54923 55840 56839 57690 58602
Arab City Elementary School 198 197 202 187 171
74
87
78
98
78
98
78
92
80
94
0%
20%
40%
60%
80%
100%
fig 1
2005 2006 2007 2008 2009
■ State ■ Arab City ES
ARAB CITY ELEMENTARY SCHOOL • ARAB, ALABAMA
Saxon Math Report Card 2009–2010
GRADE 4Longitudinal comparison of fourth grade students at Arab City Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
ex
ceed
s st
anda
rds
on o
n th
e A
laba
ma
Rea
ding
an
d M
ath
Test
(A
RM
T)
GRADE 5Longitudinal comparison of fifth grade students at Arab City Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on o
n th
e A
laba
ma
Rea
ding
and
Mat
h Te
st (
AR
MT)
■ State ■ Arab City ES
fig 2
0%
20%
40%
60%
80%
100%
73
8678
92
78
94
79
98
79
93
2005 2006 2007 2008 2009
2005 2006 2007 2008 20090%
20%
40%
60%
80%
100%
fig 3
9476
97
77
98
77
99
80
96
72
Number of Students Tested 2005 2006 2007 2008 2009
State 56918 56256 55558 56342 57197
Arab City Elementary School 184 179 192 210 200
Number of Students Tested 2005 2006 2007 2008 2009
State 56062 55271 56035 47196 57958
Arab City Elementary School 173 190 210 195 196
■ State ■ Arab City ES
9
It works!
John MullinsSuperintendent, Arab City SchoolsArab, AL
Saxon Math—The Difference That Gets Results10 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: ElementaryNumber of Students: 665Number of Teachers: 25
Percentage of Students Qualifying for Free/Reduced Lunch Program: 27%
Multicultural Student Percentages:African American: 22%Asian American: 1%Caucasian: 73%Hispanic American: 3%Native American: 1%
BACKGROUND AND ANALYSISThis Alabama district purchased and implemented Saxon Math into its elementary schools in 2005. This case study highlights one school, Lakewood Elementary, which outranked the state and the district in math achievement for grades 3 and 4. In 2007 this school added grade 5 to its enrollment. Scores on the ARMT for math achievement not only increased over time, but also outranked fifth grade students in the state and district.
0%
20%
40%
60%
80%
100%
fig 4
2005 2006 2007 2008 2009
74
89
78 7885 84
7887
79 78
90
78 80
91
77
GRADE 3Longitudinal comparison of third grade students at Lakewood Elementary
School and the state and district on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on o
n th
e A
laba
ma
Rea
ding
and
Mat
h Te
st
(AR
MT)
■ State ■ Lakewood ES ■ District
Number of Students Tested 2005 2006 2007 2008 2009
State 54923 55840 56839 57690 58602
Lakewood Elementary School 97 81 106 120 124
District 415 401 460 514 508
0%
20%
40%
60%
80%
100%
fig 5
2005 2006 2007 2008 2009
73
92
75 78
90
7278
92
78 79
95
81 79
94
81
GRADE 4Longitudinal comparison of fourth grade students at Lakewood Elementary
School and the state and district on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on o
n th
e A
laba
ma
Rea
ding
and
Mat
h Te
st
(AR
MT)
Number of Students Tested 2005 2006 2007 2008 2009
State 56062 55271 56035 57196 57958
Lakewood Elementary School 107 98 88 109 122
District 467 421 420 483 493
■ State ■ Lakewood ES ■ District
LAKEWOOD ELEMENTARY SCHOOL • PHENIX CITY, ALABAMA
Saxon Math Report Card 2009–2010
fig 6
0%
20%
40%
60%
80%
100%
2007 2009
7782
6877
91
81 80
93
80
2008
GRADE 5Longitudinal comparison of fifth grade students at Lakewood Elementary
School and the state and district on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on o
n th
e A
laba
ma
Rea
ding
and
Mat
h Te
st
(AR
MT)
Number of Students Tested 2007 2008 2009
State 55558 56342 57195
Lakewood Elementary School 96 83 113
District 412 421 474
■ State ■ Lakewood ES ■ District
11
Anytime a program provides teachers with a tool to better do their job, that is a great thing. Saxon allows teachers to be successful… as well as the students.
Dr. Larry DiChiaraSuperintendent, Phenix City SchoolsPhenix City, AL
Saxon Math—The Difference That Gets Results12 The Difference That Gets Results
I attribute our rising test scores to the Saxon curriculum and the teachers who followed the program to the letter.
Linda LeePrincipal, Full Circle Learning AcademyLos Angeles, CA
SCHOOL DATA DemographicsType of School: CharterMetropolitan Status: UrbanGrade Levels: Elementary and MiddleNumber of Students: 146Number of Teachers: 8Percentage of StudentsQualifying for Free/ReducedLunch Program: 84%
Multicultural Student Percentages:African American: 98%Hispanic American: 2%
BACKGROUND AND ANALYSIS: After implementing Saxon Math, the percentage of students at Full Circle Learning Academy in Los Angeles, California, who reached math proficiency rose significantly.
0%
5%
10%
15%
20%
25%
30%
35%
6
33
fig page12
Before Saxon Year after Saxon was implemented
Percentage of students reaching math proficiency
■ Before Saxon ■ Year after Saxon was implemented
Per
cent
age
of s
tude
nts
who
are
pro
fi cie
nt.
FULL CIRCLE LEARNING ACADEMY • LOS ANGELES , CALIFORNIA
Saxon Math Report Card 2009–2010 13
Saxon Math—The Difference That Gets Results14 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: RuralGrade Levels: Elementary and MiddleNumber of Students: 540Number of Teachers: 25Percentage of Students Qualifying for Free/Reduced Lunch Program: 41%
Multicultural Student Percentages:Asian American: 1%Caucasian: 79%Hispanic American: 5%Multi-Racial: 15%
BACKGROUND AND ANALYSISSoulsbyville Elementary School has been using Saxon Math for 10 years. Test scores for mathematic achievement on the California Standards Test (CST) for grades 3 through 5 have consistently outranked the students in the state at the same grade levels. These charts show the percentage increases from 2005 to 2009.
We re-adopted Saxon Math for our K–5 program because the curriculum provides a structure of rigorous implementation of math content.
Jeff Winfi eldSuperintendent, Soulsbyville ESDSoulsbyville, CA
0%
20%
40%
60%
80%
100%
2005 2006 2007 2008 2009
fig 7
54
82
58
74
5863 61 64 64
79
GRADE 3Longitudinal comparison of third grade students at Soulsbyville Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on o
n th
e C
alifo
rnia
Sta
ndar
ds T
est
(CS
T)
■ State ■ Soulsbyville ES
Number of Students Tested 2005 2006 2007 2008 2009
State 476527 466394 460909 448564 450850
Soulsbyvilley Elementary School 55 69 61 44 48
SOULSBY VILLE ELEMENTARY SCHOOL • SOULSBY VILLE , CALIFORNIA
Saxon Math Report Card 2009–2010
0%
20%
40%
60%
80%
100%
2005 2006 2007 2008 2009
50
66
54
82
56
6761
65 6670
fig 8
GRADE 5Longitudinal comparison of fifth grade students at Soulsbyville Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on o
n th
e C
alifo
rnia
Sta
ndar
ds T
est
(CS
T)
■ State ■ Soulsbyville ES
0%
10%
20%
30%
40%
50%
60%
70%
80%
4449 48
62
4952 51
56 57
65
fig 9
2005 2006 2007 2008 2009
Number of Students Tested 2005 2006 2007 2008 2009
State 48912 482052 472133 452503 443429
Soulsbyvilley Elementary School 78 73 61 72 59
GRADE 4Longitudinal comparison of fourth grade students at Soulsbyville Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on o
n th
e C
alifo
rnia
Sta
ndar
ds T
est
(CS
T)
■ State ■ Soulsbyville ES
Number of Students Tested 2005 2006 2007 2008 2009
State 484081 473052 463678 448589 440880
Soulsbyvilley Elementary School 66 58 69 63 47
15
Saxon Math—The Difference That Gets Results16 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: RuralGrade Levels: ElementaryNumber of Students: 239Number of Teachers: 20Percentage of Students Qualifying for Free/Reduced Lunch Program: 39%
Multicultural Student Percentages:Caucasian: 82%Hispanic American: 18%
BACKGROUND AND ANALYSISFowler Elementary School is located in rural Colorado. Students have been using Saxon Math since 1997. Test scores for mathematic achievement on the Colorado Student Assessment Program test (CSAP) for grades 3 through 5 have consistently outranked the state scores at the same grade levels. These charts show the percentage increases from 2005 to 2009.
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
68
88
71
97
68
92
70
83
69
79
fig 10
2005 2006 2007 2008 2009
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
66
7569
90
71
87
68
83
71
91
fig 11
2005 2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Fowler Elementary
School and the state on math achievement
GRADE 4Longitudinal comparison of fourth grade students at Fowler Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
abo
ve o
n th
e C
olor
ado
Stu
dent
Ass
essm
ent P
rogr
am (
CS
AP
)P
erce
nt o
f stu
dent
s ac
hiev
ing
profi
cie
nt a
nd a
bove
on
the
Col
orad
o S
tude
nt A
sses
smen
t Pro
gram
(C
SA
P)
■ State ■ Fowler ES
■ State ■ Fowler ES
Number of Students Tested 2005 2006 2007 2008 2009
State 55539 56385 58080 59417 61443
Fowler Elementary School 32 33 26 35 N/A
Number of Students Tested 2005 2006 2007 2008 2009
State 55399 56399 56799 58403 60019
Fowler Elementary School 16 31 30 23 N/A
FOWLER ELEMENTARY SCHOOL • FOWLER , COLORADO
Saxon Math Report Card 2009–2010
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
63
76
6561
65
76
65
91
63
81
fig 12
2005 2006 2007 2008 2009
GRADE 5Longitudinal comparison of fifth grade students at Fowler Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
abo
ve o
n th
e C
olor
ado
Stu
dent
Ass
essm
ent P
rogr
am (
CS
AP
)
■ State ■ Fowler ES
Number of Students Tested 2005 2006 2007 2008 2009
State 55910 56316 59658 57253 59015
Fowler Elementary School 34 18 33 33 N/A
17
Saxon Math—The Difference That Gets Results18 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: ElementaryNumber of Students: 849Number of Teachers: 35Percentage of Students Qualifying for Free/Reduced Lunch Program: 37%
Multicultural Student Percentages:African American: 3%Asian American: 1%Caucasian: 88%Hispanic American: 1%Multi-Racial: 6%Native American: 1%
BACKGROUND AND ANALYSISThe Florida Comprehensive Assessment Test (FCAT) is based on Florida’s curriculum frameworks, the Sunshine State Standards. Students that score levels 3, 4, and 5 in Mathematics on the FCAT are considered on grade level, proficient, or advanced. Saxon Math has been implemented for several years at Berryhill Elementary School. The percentage of third grade students in the school scoring 3 and above on the FCAT Mathematics has consistently risen each year to reach a percentile ranking of 96 during the 2008–2009 school year. Third grade students at Berryhill Elementary school have outranked third grade students in the State since the 2005–2006 school year. Fourth and fifth grade students outranked students in the State for the 2008–2009 school year.
68
89
84 72
8886
74
9687
76
93 89
78
9689
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 13
2005 2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Berryhill Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abov
e on
the
Flor
ida
Com
preh
ensi
ve
Ass
essm
ent T
est (
FCA
T)
Number of Students Tested 2005 2006 2007 2008 2009
State 203037 204402 201862 204180 205135
Berryhill Elementary School 156 145 161 131 158
District 1719 1791 1787 1859 1880
■ State ■ Berryhill ES ■ District
BERRYHILL ELEMENTARY SCHOOL • MILTON, FLORIDA
Saxon Math Report Card 2009–2010
64
8677
67
8576
69
8479
71
9182
75
93
83
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 14
2005 2006 2007 2008 2009
57
76
6457
80
6659
79
6961
74 72
62
8174
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 15
2005 2006 2007 2008 2009
GRADE 4Longitudinal comparison of fourth grade students at Berryhill Elementary
School and the state on math achievement
GRADE 5Longitudinal comparison of fifth grade students at Berryhill Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abov
e on
the
Flor
ida
Com
preh
ensi
ve
Ass
essm
ent T
est (
FCA
T)
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abov
e on
the
Flor
ida
Com
preh
ensi
ve
Ass
essm
ent T
est (
FCA
T)
Number of Students Tested 2005 2006 2007 2008 2009
State 195866 192610 169932 192792 195844
Berryhill Elementary School 148 149 154 149 123
District 1719 1729 1735 1847 1841
Number of Students Tested 2005 2006 2007 2008 2009
State 181434 197076 192369 195418 192333
Berryhill Elementary School 148 143 155 140 138
District 1791 1784 1768 1788 1882
■ State ■ Berryhill ES ■ District
■ State ■ Berryhill ES ■ District
19
Saxon Math—The Difference That Gets Results20 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: UrbanGrade Levels: ElementaryPercentage of StudentsQualifying for Free/ReducedLunch Program: 95%
Multicultural StudentPercentages:African American: 90%Caucasian: 5%Hispanic American: 5%
BACKGROUND AND ANALYSIS: Hungerford Elementary School in Maitland, Florida, saw rises in FCAT scores after beginning Saxon Math in the 2007–2008 school year.
4751
79
85
44
33
6268 67
3454
60
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
fig page 20
3rd 4th 5th
GRADES 3 , 4 , 5Comparison of Grade 3, 4, and 5 FCAT scores from 2005 to 2008
■ 2005 ■ 2006 ■ 2007 ■ 2008
FCA
T ac
hiev
emen
t ran
king
HUNGERFORD ELEMENTARY SCHOOL • MAITLAND, FLORIDA
Saxon Math Report Card 2009–2010 21
Saxon Math—The Difference That Gets Results22 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: Elementary Number of Students: 770Number of Teachers: 38Percentage of Students Qualifying for Free/Reduced Lunch Program: 35%
Multicultural Student Percentages:African-American: 14%Asian American: 4%Caucasian: 68%Hispanic American: 5%Multi-Racial: 9%
BACKGROUND AND ANALYSISThird grade students at Tyndall Elementary School have outranked third grade students in the district and state each year since implementing Saxon Math. Fourth and fifth grade student scores on the Florida Comprehensive Assessment Test (FCAT) for math achievement have consistently risen each school year the Saxon Math program has been implemented in this suburban school.
Tyndall Elementary has used Saxon Math for ten years. Teachers turned to Saxon because of the replication and cyclical nature of teaching Florida standards.
Libbie PippinPrincipal, Tyndall Elementary SchoolPanama City, FL
68
90 88
72
88
7874
89
8076
9181 78
8780
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 16
2005 2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Tyndall Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abo
ve
on th
e Fl
orid
a C
ompr
ehen
sive
Ass
essm
ent
Test
(FC
AT)
Number of Students Tested 2005 2006 2007 2008 2009
State 203037 204402 201862 204180 205135
Tyndall Elementary School 137 104 108 105 104
District 1996 1930 1916 1631 1936
■ State ■ Tyndall ES ■ District
TYNDALL ELEMENTARY SCHOOL • PANAMA CITY, FLORIDA
Saxon Math Report Card 2009–2010
64
83
67 67
83
67 69
87
73 71
8274 75
9077
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 17
2005 2006 2007 2008 2009
57
68
58 57
85
6759
84
60 61
84
6662
88
66
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 18
2005 2006 2007 2008 2009
GRADE 4Longitudinal comparison of fourth grade students at Tyndall Elementary
School and the state on math achievement
GRADE 5Longitudinal comparison of fifth grade students at Tyndall Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abo
ve
on th
e Fl
orid
a C
ompr
ehen
sive
Ass
essm
ent
Test
(FC
AT)
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abo
ve
on th
e Fl
orid
a C
ompr
ehen
sive
Ass
essm
ent
Test
(FC
AT)
Number of Students Tested 2005 2006 2007 2008 2009
State 195866 192610 169932 192792 192333
Tyndall Elementary School 120 127 93 93 92
District 1719 1728 1735 1847 1841
Number of Students Tested 2005 2006 2007 2008 2009
State 181434 197076 192369 195418 192333
Tyndall Elementary School 115 110 116 81 88
District 1971 1835 1836 1879 1835
■ State ■ Tyndall ES ■ District
■ State ■ Tyndall ES ■ District
23
Saxon Math—The Difference That Gets Results24 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: UrbanGrade Levels: ElementaryNumber of Students: 283Number of Teachers: 20Percentage of Students Qualifying for Free/Reduced Lunch Program: 43%
Multicultural Student Percentages:African-American: 82% Caucasian: 16%Hispanic American: 2%
BACKGROUND AND ANALYSISKellogg Elementary is an urban Illinois school that has been using Saxon Math for nine years. Over the last five years, scores on the Illinois Standards Achievement Test (ISAT) for mathematics have increased in grades 3, 4, and 5. Achievement scores for third grade students increased 30 percentage points since 2005. Fourth grade students have outranked students in the district since 2006, when they began taking the ISAT, and in 2009 they outranked students statewide. Students in fifth grade have consistently outranked the state and the district since 2006.
79
6458
8691
67
87 90
70
85
100
71
8594
73
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 19
2005 2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Kellogg Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on th
e Ill
inoi
s S
tand
ards
Ach
ieve
men
t Te
st (
ISA
T).
Number of Students Tested 2005 2006 2007 2008 2009
State 137569 136090 135959 153376 154226
Kellogg Elementary School 25 35 31 21 33
District 26435 26149 24793 24589 25223
■ State ■ Kellogg ES ■ District
KELLOGG ELEMENTARY SCHOOL • CHICAGO, ILLINOIS
Saxon Math Report Card 2009–2010
8581
69
86
100
73
86 84
74
86 88
78
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 20
2006 2007 2008 2009
7367
56
79 82
59
83 84
66
81
97
69
8393
72
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 21
2005 2006 2007 2008 2009
GRADE 4Longitudinal comparison of fourth grade students at Kellogg Elementary
School and the state on math achievement
GRADE 5Longitudinal comparison of fifth grade students at Kellogg Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on th
e Ill
inoi
s S
tand
ards
Ach
ieve
men
t Te
st (
ISA
T).
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on th
e Ill
inoi
s S
tand
ards
Ach
ieve
men
t Te
st (
ISA
T).
Number of Students Tested 2006 2007 2008 2009
State 139553 136543 150628 150460
Kellogg Elementary School 31 31 31 25
District 25816 23827 24508 24968
Number of Students Tested 2005 2006 2007 2008 2009
State 148814 146880 142091 151312 151088
Kellogg Elementary School 43 28 31 31 29
District 29743 28191 26247 25790 25547
■ State ■ Kellogg ES ■ District
■ State ■ Kellogg ES ■ District
25
Saxon Math—The Difference That Gets Results26 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: Elementary Number of Students: 7735Number of Teachers: 399Percentage of Students Qualifying for Free/Reduced Lunch Program: 15%
Multicultural Student Percentages:African-American: 7%Asian American: 2%Caucasian: 71%Hispanic American: 20%
BACKGROUND AND ANALYSISThe following case study highlights Moline School District 40, a suburban district in Illinois that purchased the Saxon Math program for all of its elementary schools. Since 2006, Moline SD 40 has consistently outranked the state on math achievement on the ISAT for grades 3, 4, and 5. The charts to the right show how the district maintained a 3–4 percentage point increase.
75%
80%
85%
90%
95%
100%
86
90
87
93
85
89
85
89
fig 22
2006 2007 2008 2009
85
91
86
93
85
92
86
89
fig 23
2006 2007 2008 200975%
80%
85%
90%
95%
100%
GRADE 3Longitudinal comparison of third grade students at Moline School District
and the state on math achievement
GRADE 4Longitudinal comparison of fourth grade students at Moline School District
and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on th
e Ill
inoi
s S
tand
ards
Ach
ieve
men
t Te
st (
ISA
T)
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on th
e Ill
inoi
s S
tand
ards
Ach
ieve
men
t Te
st (
ISA
T)
■ State ■ Moline
■ State ■ Moline ES
Number of Students Tested 2006 2007 2008 2009
State 136090 135959 153376 154226
Moline School District 477 479 558 529
Number of Students Tested 2006 2007 2008 2009
State 139553 136543 150628 150460
Moline School District 474 467 516 565
MOLINE SCHOOL DISTRICT • MOLINE , ILLINOIS
Saxon Math Report Card 2009–2010
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
7987
83
9081
89
83
87
fig 24
2006 2007 2008 2009
GRADE 5Longitudinal comparison of fifth grade students at Moline School District
and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on th
e Ill
inoi
s S
tand
ards
Ach
ieve
men
t Te
st (
ISA
T)
■ State ■ Moline
Number of Students Tested 2006 2007 2008 2009
State 146880 142091 151312 151088
Moline School District 492 474 494 534
27
Saxon Math—The Difference That Gets Results28 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: UrbanGrade Levels: Elementary and MiddleNumber of Students: 1150Number of Teachers: 54Percentage of Students Qualifying for Free/Reduced Lunch Program: 81%
Multicultural Student Percentages:African-American: 2%Asian American: 4%Caucasian: 43%Hispanic American: 51%
BACKGROUND AND ANALYSISSince implementing Saxon Math nine years ago, all students in grades 3, 4, and 5 at Portage Park Elementary School have met and exceeded standards on the ISAT for math achievement. For the last two years the school has outranked the district by at least 10-12 percentage points in all three grades.
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
73
58
78
67
83
70
81
71
83
73
fig 25
2005 2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Portage Park
Elementary School and the district on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on th
e Ill
inoi
s S
tand
ards
Ach
ieve
men
t Te
st (
ISA
T)
■ Portage Park ES ■ District
Number of Students Tested 2005 2006 2007 2008 2009
District 26435 25149 24793 24589 24223
Portage Park Elementary School 81 80 98 95 84
PORTAGE PARK ELEMENTARY SCHOOL • CHICAGO, ILLINOIS
Saxon Math Report Card 2009–2010
■ Portage Park ES ■ District
■ Portage Park ES ■ District
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%86
69
8173
83
74
89
78
fig 26
2006 2007 2008 2009
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%88
56
89
59
84
66
87
69
84
72
fig 27
2005 2006 2007 2008 2009
GRADE 4Longitudinal comparison of fourth grade students at Portage Park
Elementary School and the district on math achievement
GRADE 5Longitudinal comparison of fifth grade students at Portage Park
Elementary School and the district on math achievement
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on th
e Ill
inoi
s S
tand
ards
Ach
ieve
men
t Te
st (
ISA
T)
Per
cent
of s
tude
nts
achi
evin
g m
eets
and
exc
eeds
st
anda
rds
on th
e Ill
inoi
s S
tand
ards
Ach
ieve
men
t Te
st (
ISA
T)
Number of Students Tested 2006 2007 2008 2009
District 25816 23827 24508 24968
Portage Park Elementary School 84 88 114 96
Number of Students Tested 2005 2006 2007 2008 2009
District 29743 28191 26247 25790 25547
Portage Park Elementary School 101 102 196 93 109
29
Saxon Math—The Difference That Gets Results30 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: ElementaryNumber of Students: 231Number of Teachers: 12Percentage of Students Qualifying for Free/Reduced Lunch Program: 33%
Multicultural Student Percentages:African-American: 5%Caucasian: 87%Hispanic American: 6%Multi-Racial: 2%
BACKGROUND AND ANALYSISThis suburban Michigan school’s fifth grade students have consistently outranked fifth grade students in the state for math achievement on the Michigan Education Assessment Program (MEAP). In 2009, third and fourth grade students at this school outranked students in the state by 2 and 7 percentage points respectively.
We have seen all subgroups be successful in our math program as measured by MEAP. A number of our schools received 100% profi ciency in specifi c grade levels using these materials.
Tim PurkeyAssistant Superintendent, Grandville Public SchoolsGrandville, MI
75%
80%
85%
90%
95%
100%
8688 88
8990
88
9193
fig 28
2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Grandville Central
Elementary School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
ichi
gan
Edu
catio
n A
sses
smen
t P
rogr
am (
ME
AP
).
■ State ■ Grandville Central ES
Number of Students Tested 2006 2007 2008 2009
State 120152 117641 116192 115725
Grandville Central Elementary School
25 35 42 27
GRANDVILLE CENTRAL ELEMENTARY SCHOOL • GRANDVILLE , MICHIGAN
Saxon Math Report Card 2009–2010
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
81
100
85 86 86 8588
95
fig 29
2006 2007 2008 2009
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
72
89
76 7874
8377
88
fig 30
2006 2007 2008 2009
GRADE 4Longitudinal comparison of fourth grade students at Grandville Central
Elementary School and the state on math achievement
GRADE 5Longitudinal comparison of fifth grade students at Grandville Central
Elementary School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
ichi
gan
Edu
catio
n A
sses
smen
t P
rogr
am (
ME
AP
).
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
ichi
gan
Edu
catio
n A
sses
smen
t P
rogr
am (
ME
AP
).
■ State ■ Grandville Central ES
■ State ■ Grandville Central ES
Number of Students Tested 2006 2007 2008 2009
State 146880 142091 151312 15088
Grandville Central Elementary School
28 31 31 29
Number of Students Tested 2006 2007 2008 2009
State 123713 118508 117060 116078
Grandville Central Elementary School
28 23 24 34
31
Saxon Math—The Difference That Gets Results32 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: Elementary Number of Students: 357Number of Teachers: 17Percentage of Students Qualifying for Free/Reduced Lunch Program: 27%
Multicultural Student Percentages:African-American: 2%Asian American: 1%Caucasian: 91%Hispanic American: 4%Multi-Racial: 2%
BACKGROUND AND ANALYSISGrandville Cummings Elementary is a suburban school in Michigan that has been very successful with math achievement on the Michigan Education Assessment Program (MEAP). Third grade students scored higher than students in the state over the last three years—resulting in all third grade students achieving proficient or advanced for math on the MEAP. Fourth grade students’ results show similar achievement. In addition, fifth grade students’ scores have consistently increased and outranked fifth grade students in the state since 2006.
75%
80%
85%
90%
95%
100%
86
95
88
99
90
97
91
100
fig 31
2006 2007 2008 2009
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
81
9285
9186
9488
94
fig 32
2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Grandville Cummings
Elementary School and the state on math achievement
GRADE 4Longitudinal comparison of fourth grade students at Grandville Cummings
Elementary School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
ichi
gan
Edu
catio
n A
sses
smen
t P
rogr
am (
ME
AP
).
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
ichi
gan
Edu
catio
n A
sses
smen
t P
rogr
am (
ME
AP
).
■ State ■ Grandville Cummings
ES
■ State ■ Grandville Cummings
ES
Number of Students Tested 2006 2007 2008 2009
State 120152 117641 116192 115725
Grandville Cummings Elementary School
75 66 66 77
Number of Students Tested 2006 2007 2008 2009
State 120799 117722 116946 115011
Grandville Cummings Elementary School
89 79 65 67
GRANDVILLE CUMMINGS ELEMENTARY SCHOOL • GRANDVILLE , MICHIGAN
Saxon Math Report Card 2009–2010
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
72
8276
88
74
88
77
94
fig 33
2006 2007 2008 2009
GRADE 5Longitudinal comparison of fifth grade students at Grandville Cummings
Elementary School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
ichi
gan
Edu
catio
n A
sses
smen
t P
rogr
am (
ME
AP
).
■ State ■ Grandville Cummings
ES
Number of Students Tested 2006 2007 2008 2009
State 12371 118508 117060 116078
Grandville Cummings Elementary School
72 77 83 82
33
Saxon Math—The Difference That Gets Results34 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: RuralGrade Levels: ElementaryNumber of Students: 530Number of Teachers: 29Percentage of Students Qualifying for Free/Reduced Lunch Program: 55%
Multicultural Student Percentages:Caucasian: 96%African American: 1%Asian American: 1%Hispanic American: 1%Native American: 1%
BACKGROUND AND ANALYSISThe following case study showcases the exceptional students at a rural school in Michigan. Kingsley Elementary School began implementing Saxon Math in 2006. Since then, third and fourth graders have produced excellent scores for math achievement on the Michigan Education Assessment Program (MEAP). Each grade has consistently improved and has outranked the state for the last four years.
75%
80%
85%
90%
95%
100%
86
95
88
96
90
98
91
100
fig 34
2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Kingsley Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
ichi
gan
Edu
catio
n A
sses
smen
t P
rogr
am (
ME
AP
).
■ State ■ Kingsley ES
Number of Students Tested 2006 2007 2008 2009
State 120152 117641 116192 115725
Kingsley Elementary School 97 106 120 119
KINGSLEY ELEMENTARY SCHOOL • KINGSLEY, MICHIGAN
Saxon Math Report Card 2009–2010
The Saxon Math approach to spiraling review and introducing new concepts as well as daily fact practice makes the program not only effective but very teacher friendly.
Karl HartmanPrincipal, Kingsley Elementary SchoolKingsley, MI
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
81
9285
9186
9488
94
fig 35
2006 2007 2008 2009
GRADE 4Longitudinal comparison of fourth grade students at Kingsley Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
ichi
gan
Edu
catio
n A
sses
smen
t P
rogr
am (
ME
AP
).
■ State ■ Kingsley ES
Number of Students Tested 2006 2007 2008 2009
State 120799 117722 116946 115011
Kingsley Elementary School 104 113 103 126
35
KINGSLEY ELEMENTARY SCHOOL • KINGSLEY, MICHIGAN
Saxon Math—The Difference That Gets Results36 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: Elementary Number of Students: 568Number of Teachers: 41Percentage of Students Qualifying for Free/Reduced Lunch Program: 42%
Multicultural Student Percentages:Caucasian: 99%Hispanic American: 1%
BACKGROUND AND ANALYSISThird graders at Sherwood Elementary School have had success using Saxon Math. Results from the Missouri Assessment Program (MAP) on math achievement indicate that student scores increased 10 percentage points since 2006 and outranked third grade student scores in the state by 19 percentage points in 2009. Fourth grade students at this school outranked the state by 21 percentage points in 2009. Fifth grade students consistently improved test scores, outranking students in the state for the last three years.
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
44
5446
57
44
57
45
64
fig 36
2006 2007 2008 2009
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
44
54 4562
45
58
45
67
fig 37
2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Sherwood Elementary
School and the state on math achievement
GRADE 4Longitudinal comparison of fourth grade students at Sherwood Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
isso
uri A
sses
smen
t P
rogr
am (
MA
P)
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
isso
uri A
sses
smen
t P
rogr
am (
MA
P)
■ State ■ Sherwood ES
■ State ■ Sherwood ES
Number of Students Tested 2006 2007 2008 2009
State 65417 67364 67041 68063
Sherwood Elementary School 85 75 86 86
Number of Students Tested 2006 2007 2008 2009
State 65930 66056 67703 67449
Sherwood Elementary School 72 87 73 86
SHERWOOD ELEMENTARY SCHOOL • ARNOLD, MISSOURI
Saxon Math Report Card 2009–2010
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
4436
47
64
46
67
48
68
fig 38
2006 2007 2008 2009
GRADE 5Longitudinal comparison of fifth grade students at Sherwood Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
isso
uri A
sses
smen
t P
rogr
am (
MA
P)
■ State ■ Sherwood ES
Number of Students Tested 2006 2007 2008 2009
State 66795 66154 66370 66974
Sherwood Elementary School 65 75 91 78
37
SHERWOOD ELEMENTARY SCHOOL • ARNOLD, MISSOURI
Saxon Math—The Difference That Gets Results38 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: RuralGrade Levels: ElementaryNumber of Students: 786Number of Teachers: 50Percentage of Students Qualifying for Free/Reduced Lunch Program: 90%
Multicultural Student Percentages:African-American: 76%Caucasian: 23%Hispanic American: 1%
BACKGROUND AND ANALYSISThe Mississippi Curriculum Test (MCT) was revised in 2007. A second edition of the MCT has been administered to students in Mississippi since 2008. Fourth grade students at Waynesboro Elementary School have increased test scores for math achievement on the MCT 2 in one year by 13 percentage points. This increase outranks fourth graders in the state by 20 percentage points.
5665
56 58
78
53
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 39
2008 2009
GRADE 4Longitudinal comparison of fourth grade students at Waynesboro
Elementary School and the state and district on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e M
issi
ssip
pi C
urric
ulum
Te
st (
2) (
MC
T2).
Number of Students Tested 2008 2009
State 36871 37527
Waynesboro Elementary School 146 129
District 297 281
■ State ■ Waynesboro ES ■ District
WAYNESBORO ELEMENTARY SCHOOL • WAYNESBORO, MISSISSIPPI
Saxon Math Report Card 2009–2010 39
WAYNESBORO ELEMENTARY SCHOOL • WAYNESBORO, MISSISSIPPI
Saxon Math—The Difference That Gets Results40 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: RuralGrade Levels: Elementary Number of Students: 108Number of Teachers: 6Percentage of Students Qualifying for Free/Reduced Lunch Program: 70%
Multicultural Student Percentages:Caucasian: 100%
BACKGROUND AND ANALYSISThe following case study showcases Wyndmere Elementary, a rural North Dakota school that exceeds standards of math achievement compared to the state on the North Dakota State Assessment test (NDSA). In 2009 there was a 7 percentage point increase over the students in the state for third grade. Fourth and fifth graders also excelled above the students in the state by improving 2 and 11 percentage points, respectively, in 2009.
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
83
9586 87 86
9587
9588
95
fig 40
2005 2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Wyndmere Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e N
orth
Dak
ota
Sta
te
Ass
essm
ent (
ND
SA
).
■ State ■ Wyndmere ES
Number of Students Tested 2005 2006 2007 2008 2009
State 6978 6878 6922 6775 6553
Wyndmere Elementary School 16 16 13 13 15
W YNDMERE ELEMENTARY SCHOOL • W YNDMERE , NORTH DAKOTA
Saxon Math Report Card 2009–2010
My students are at least two grade levels above where they were with the previous textbook.
David HansonPrincipal, Wyndmere Elementary SchoolWyndmere, ND
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
79
89
79
94
80 78 78
93
81 83
fig 41
2005 2006 2007 2008 2009
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
74
94
78
8981
95
8086 82
93
fig 42
2005 2006 2007 2008 2009
GRADE 4Longitudinal comparison of fourth grade students at Wyndmere Elementary
School and the state on math achievement
GRADE 5Longitudinal comparison of fifth grade students at Wyndmere Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e N
orth
Dak
ota
Sta
te
Ass
essm
ent (
ND
SA
).
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e N
orth
Dak
ota
Sta
te
Ass
essm
ent (
ND
SA
).
■ State ■ Wyndmere ES
■ State ■ Wyndmere ES
Number of Students Tested 2005 2006 2007 2008 2009
State 7053 6979 6950 6903 6820
Wyndmere Elementary School 17 15 14 14 12
Number of Students Tested 2005 2006 2007 2008 2009
State 7827 7067 7001 6957 6943
Wyndmere Elementary School 18 18 15 14 15
41
W YNDMERE ELEMENTARY SCHOOL • W YNDMERE , NORTH DAKOTA
Saxon Math—The Difference That Gets Results42 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: Elementary Number of Students: 564Number of Teachers: 26Percentage of Students Qualifying for Free/Reduced Lunch Program: 12%
Multicultural Student Percentages:African-American: 2%Asian American: 6%Caucasian: 84%Hispanic American: 7%Multi-Racial: 1%
BACKGROUND AND ANALYSISSince 2006 Saxon Math has been implemented at Chippewa Elementary School located in southeastern New York. After the first year of implementing the Saxon Math program, percentile rankings increased steadily. Results show an increase of 7 percentile points for third grade students. Third grade students at this school have also outranked third grade students in the state since 2006. Fourth and fifth grade students outperformed fourth and fifth grade students at the state level.
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
81
9385
9690
96 93100
fig 46
2006 2007 2008 2009
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
78
96
80
8984
91 8793
fig 47
2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Chippewa Elementary
School and the state on math achievement
GRADE 4Longitudinal comparison of fourth grade students at Chippewa Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abov
e on
the
New
Yor
k S
tate
Tes
ting
Pro
gram
(N
YS
TP).
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abov
e on
the
New
Yor
k S
tate
Tes
ting
Pro
gram
(N
YS
TP).
■ State ■ Chippewa ES
■ State ■ Chippewa ES
Number of Students Tested 2006 2007 2008 2009
State 201580 199462 197256 200184
Chippewa Elementary School 84 96 84 99
Number of Students Tested 2006 2007 2008 2009
State 202393 198720 198505 197561
Chippewa Elementary School 101 89 108 107
CHIPPEWA ELEMENTARY SCHOOL • HOLTSVILLE , NEW YORK
Saxon Math Report Card 2009–2010
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
68
8576
83 8391 88
94
fig 48
2006 2007 2008 2009
GRADE 5Longitudinal comparison of fifth grade students at Chippewa Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abov
e on
the
New
Yor
k S
tate
Tes
ting
Pro
gram
(N
YS
TP).
■ State ■ Chippewa ES
Number of Students Tested 2006 2007 2008 2009
State 208954 203115 119590 199452
Chippewa Elementary School 100 98 87 103
43
CHIPPEWA ELEMENTARY SCHOOL • HOLTSVILLE , NEW YORK
Saxon Math—The Difference That Gets Results44 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: UrbanGrade Levels: ElementaryNumber of Students: 700Number of Teachers: 21Percentage of StudentsQualifying for Free/ReducedLunch Program: 90%
Multicultural StudentPercentages:African-American: 66%Asian American: 2%Caucasian: 12%Hispanic American: 20%
BACKGROUND AND ANALYSIS: Dr. Martin Luther King Jr. School in Rochester, NY has been using Saxon for three years, with their first year being a 50/50 pilot. In that time, they have risen to #4 out of 38 elementary schools.
0%
30%
40%
50%
10%
20%
60%
70%
80%
30.7
50.4
58.1
72.5
fig x
2006 2007 2008 2009
Yearly comparison of Math Total Passing Scores at Dr. Martin Luther King Jr. School
■ Math Total Passing Scores (NYS)
Mat
h to
tal p
assi
ng s
core
s (N
YS
).
DR . MARTIN LUTHER KING JR . PS # 9 • ROCHESTER , NEW YORK
Saxon Math Report Card 2009–2010 45
DR . MARTIN LUTHER KING JR . PS # 9 • ROCHESTER , NEW YORK
Saxon Math—The Difference That Gets Results46 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: UrbanGrade Levels: Elementary Number of Students: 350Number of Teachers: 15Percentage of Students Qualifying for Free/Reduced Lunch Program: 90%
Multicultural Student Percentages:African-American: 66%Asian American: 2%Caucasian: 12%Hispanic American: 20%
BACKGROUND AND ANALYSISThird grade students at Hawthorne Elementary School, an urban New York school, have flourished on the New York State Testing Program (NYSTP) for math achievement. Since 2006, scores have increased 32 percentage points. In 2009, these students outranked third grade students in the district with a 96 percentile ranking. Fifth grade students also excelled in math achievement by outranking fifth grade students in the district by 15 percentage points in 2009.
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
6456
83
62
7971
96
79
fig 49
2006 2007 2008 2009
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
81
31
81
42
90
59
83
68
fig 50
2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Hawthorne Elementary
School and the district on math achievement
GRADE 5Longitudinal comparison of fifth grade students at Hawthorne Elementary
School and the district on math achievement
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abov
e on
the
New
Yor
k S
tate
Tes
ting
Pro
gram
(N
YS
TP)
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abov
e on
the
New
Yor
k S
tate
Tes
ting
Pro
gram
(N
YS
TP)
■ Hawthorne ES ■ District
■ Hawthorne ES ■ District
Number of Students Tested 2006 2007 2008 2009
District 2492 2436 2386 2488
Hawthorne Elementary School 50 48 48 49
Number of Students Tested 2006 2007 2008 2009
District 2593 2217 2262 2244
Hawthorne Elementary School 37 42 39 52
HAWTHORNE ELEMENTARY SCHOOL • ROCHESTER , NEW YORK
Saxon Math Report Card 2009–2010 47
HAWTHORNE ELEMENTARY SCHOOL • ROCHESTER , NEW YORK
Saxon Math—The Difference That Gets Results48 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: ElementaryNumber of Students: 515Number of Teachers: 23Percentage of Students Qualifying for Free/Reduced Lunch Program: 11 %
Multicultural Student Percentages:African American: 3%Asian American: 7%Caucasian: 82%Hispanic American: 7%Multi-Racial: 1%
BACKGROUND AND ANALYSISThird grade students showed an increase of 5 percentile points from school years 2005 to 2009. They also outranked third grade students in the state during the same period. Fourth and fifth grade students in the same school outranked fourth and fifth grade students in the state by 8 and 11 percentage points, respectively.
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
81
95
85
9590
95 93100
fig 43
2006 2007 2008 2009
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
7885
80
96
84
9387
95
fig 44
2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Lynwood Elementary
School and the state on math achievement
GRADE 4Longitudinal comparison of fourth grade students at Lynwood Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abov
e on
the
New
Yor
k S
tate
Tes
ting
Pro
gam
(N
YS
TP)
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abov
e on
the
New
Yor
k S
tate
Tes
ting
Pro
gam
(N
YS
TP)
■ State ■ Lynwood ES
■ State ■ Lynwood ES
Number of Students Tested 2006 2007 2008 2009
State 201580 199462 197256 200184
Lynwood Elementary School 77 85 82 100
Number of Students Tested 2006 2007 2008 2009
State 202393 198720 198505 197561
Lynwood Elementary School 85 78 86 83
LYNWOOD ELEMENTARY SCHOOL • FARMINGVILLE , NEW YORK
Saxon Math Report Card 2009–2010
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
68
88
7681 83
9688
99
fig 45
2006 2007 2008 2009
GRADE 5Longitudinal comparison of fifth grade students at Lynwood Elementary
School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g le
vel 3
and
abov
e on
the
New
Yor
k S
tate
Tes
ting
Pro
gam
(N
YS
TP)
■ State ■ Lynwood ES
Number of Students Tested 2006 2007 2008 2009
State 208954 203115 119590 199452
Lynwood Elementary School 78 88 78 81
49
LYNWOOD ELEMENTARY SCHOOL • FARMINGVILLE , NEW YORK
Saxon Math—The Difference That Gets Results50 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: Suburban
BACKGROUND AND ANALYSIS: Sachem School District has seen steady increases in mathematics proficiency, rising from 85.9% in 2007 to over 97% in 2009.
80%
86%
88%
90%
82%
84%
92%
94%
96%
98%
100%
85.9
94.6
97.2
fig x
2007 2008 2009
GRADES 3–8Comparison of Sachem School District students meeting
and exceeding standards
■ Grades 3–8
Per
cent
of s
tude
nts
achi
evin
g a
“3”
(mee
ts)
or a
“4”
(ex
ceed
s) s
tand
ards
.
SACHEM SCHOOL DISTRICT • HOLBROOK , NEW YORK
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: Elementary, Middle and HighNumber of Students: 3,000Number of Teachers: 160Percentage of StudentsQualifying for Free/ReducedLunch Program: 42%
Multicultural StudentPercentages:African American: 1%Asian American: 1%Caucasian: 98%
WAPAKONETA CITY SCHOOL DISTRICT • WAPAKONETA , OHIO
BACKGROUND AND ANALYSIS: Wapakoneta City School District profi ciency levels are consistently higher in mathematics than the Ohio state averages.
Saxon Math Report Card 2009–2010
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
76.6
62.3
fig x
5th
89.2
75.2
6th
85.4
74.3
7th
77.770.6
8th
91.7
81.4
10th
90.9 88.4
11th
GRADES 5–11Longitudinal comparison of Wapakoneta City School District students
and the state on math achievement.
■ Wapakoneta City School District ■ State
Per
cent
of s
tude
nts
at a
nd a
bove
the
profi
cie
nt le
vel f
or m
athe
mat
ics
51
WAPAKONETA CITY SCHOOL DISTRICT • WAPAKONETA , OHIO
Saxon Math—The Difference That Gets Results52 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: RuralGrade Levels: Elementary Number of Students: 592Number of Teachers: 46Percentage of Students Qualifying for Free/Reduced Lunch Program: 24%
Multicultural Student Percentages:African-American: 2%Asian American: 1%Caucasian: 96%Hispanic American: 1%
BACKGROUND AND ANALYSISFourth and fi fth grade students at Fort Cherry Elementary School are thriving while using the Saxon Math program. Fourth grade students have achieved a 10 percentile point increase in math on the Pennsylvania System of School Assessment test over time. Fifth grade students at this school outranked fi fth grade students in the state by 7 percentile points in 2009.
The greatest benefit of Saxon Math is that there is a gradual, yet signifi cant development of concepts and processes as students move through the Saxon lessons and through the grade levels. Through repetition, students begin to develop confi dence in their computational ability as well as their ability to apply mathematics meaningfully.
Ann GarrySixth Grade Teacher, Fort Cherry Elementary SchoolMcDonald, PA
FORT CHERRY ELEMENTARY SCHOOL • MCDONALD, PENNSYLVANIA
Saxon Math Report Card 2009–2010
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
7782 78
8480 82 82
92
fig 51
2006 2007 2008 2009
GRADE 4Longitudinal comparison of fourth grade students at Fort Cherry
Elementary School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e P
enns
ylva
nia
Sys
tem
of S
choo
l A
sses
smen
t (P
SS
A)
■ State ■ Fort Cherry ES
Number of Students Tested 2006 2007 2008 2009
State 127959 126154 126415 127601
Fort Cherry Elementary School 94 82 84 77
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
69 70 6775 71 75 73
7871
78
fig 52
2005 2006 2007 2008 2009
GRADE 5Longitudinal comparison of fifth grade students at Fort Cherry
Elementary School and the state on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e P
enns
ylva
nia
Sys
tem
of S
choo
l A
sses
smen
t (P
SS
A)
■ State ■ Fort Cherry ES
Number of Students Tested 2005 2006 2007 2008 2009
State 134322 131702 129781 127324 127544
Fort Cherry Elementary School 86 88 93 83 78
53
FORT CHERRY ELEMENTARY SCHOOL • MCDONALD, PENNSYLVANIA
Saxon Math—The Difference That Gets Results54 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: RuralGrade Levels: ElementaryNumber of Students: 525Number of Teachers: 24Percentage of Students Qualifying for Free/Reduced Lunch Program: 58%
Multicultural Student Percentages:African-American: 3%Asian American: 1%Caucasian: 92%Hispanic American: 3%Native American: 1%
BACKGROUND AND ANALYSISDue to the curriculum change in Tennessee on the Tennessee Comprehensive Assessment Program (TCAP), the 2009 achievement scores are considered the new baseline for reporting. The 2009 change has prohibited comparisons to previous years’ data for achievement reporting, including state, district, and school-level scores and grades. Fourth grade students outranked students in the state by 8 percentage points on math achievement. Fifth grade students at the same school also outranked their counterparts in the state by 6 percentage points, boasting a 99 percentile ranking in 2009.
Everyone is extremely happy with the academic progress of our students. Our staff realizes that our students are learning and retaining math concepts better than in the past.
Dale WixPrincipal, J.W. Wiseman ElementaryPortland, TN
88
96
92
82%
86%
88%
90%
84%
92%
94%
96%
98%
100%
fig 53
2009
GRADE 4Comparison of fourth grade students at J.W. Wiseman Elementary
School and the state and district on math
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e Te
nnes
see
Com
preh
ensi
ve
Ass
essm
ent P
rogr
am (
TCA
P)
■ State ■ J.W. Wiseman ES ■ District
J .W. WISEMAN ELEMENTARY SCHOOL • PORTLAND, TENNESSEE
Saxon Math Report Card 2009–2010
93
99
97
88%
92%
94%
90%
96%
98%
100%
fig 54
2009
GRADE 5Comparison of fifth grade students at J.W. Wiseman Elementary
School and the state and district on math
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e Te
nnes
see
Com
preh
ensi
ve
Ass
essm
ent P
rogr
am (
TCA
P)
■ State ■ J.W. Wiseman ES ■ District
55
J .W. WISEMAN ELEMENTARY SCHOOL • PORTLAND, TENNESSEE
Saxon Math—The Difference That Gets Results56 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: RuralGrade Levels: ElementaryNumber of Students: 800
Multicultural StudentPercentages:African-American: 1%Asian American: 2%Caucasian: 36%Hispanic American: 61%
BACKGROUND AND ANALYSIS: North Franklin School District saw improved WASL Math scores after using Saxon Math for one year.
55.2
49.2
55.251.5
49.2
35.7
0%
20%
30%
10%
40%
50%
60%
31.6
54
fig x
3rd Grade 5th Grade 6th Grade
GRADES 3 , 5 , 6Comparison of WASL math scores at North Franklin School District
■ Before Saxon ■ After Saxon
WA
SL
Mat
h S
core
s
NORTH FRANKLIN SCHOOL DISTRICT • CORNELL , WASHINGTON
Saxon Math Report Card 2009–2010
Our teachers, parents, and students all really like the program.
Mary Margaret NipperCurriculum/Federal Programs Director, North Franklin School DistrictCornell, WA
57
NORTH FRANKLIN SCHOOL DISTRICT • CORNELL , WASHINGTON
Saxon Math—The Difference That Gets Results58 The Difference That Gets Results
SCHOOL DATA DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: ElementaryNumber of Students: 310Number of Teachers: 17Percentage of Students Qualifying for Free/Reduced Lunch Program: 35%
Multicultural Student Percentages:African-American: 3%Caucasian: 90%Hispanic American: 6%Native American: 1%
BACKGROUND AND ANALYSISThe following case study showcases Oregon Trail Elementary, a suburban Wyoming school where its third grade students have remained consistent on math achievement on the Proficiency Assessments for Wyoming Students (PAWS). For the last three years test scores have been at the 95 percentile ranking. Fourth grade students at the same school have also been consistent with their test scores and in 2009 outranked the state and the district fourth graders by 19 and 20 percentile points respectively. Fifth grade students also shined by outranking the district fifth grade students by 10 percentile points.
7579
68
92 9588
83
95
80 81
95
81
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 55
2006 2007 2008 2009
74
84
70
8795
8277
94
75 75
94
74
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 56
2006 2007 2008 2009
GRADE 3Longitudinal comparison of third grade students at Oregon Trail
Elementary School and the state and district on math achievement
GRADE 4Longitudinal comparison of fourth grade students at Oregon Trail
Elementary School and the state and district on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e P
rofi c
ienc
y A
sses
smen
ts fo
r W
yom
ing
Stu
dent
s (P
AW
S)
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e P
rofi c
ienc
y A
sses
smen
ts fo
r W
yom
ing
Stu
dent
s (P
AW
S)
Number of Students Tested 2006 2007 2008 2009
State 6099 6369 6429 6649
Oregon Trail Elementary School 49 49 39 39
District 839 829 879 879
Number of Students Tested 2006 2007 2008 2009
State 6179 6249 6469 6619
Oregon Trail Elementary School 59 49 49 49
District 859 859 839 899
■ State ■ Oregon Trail ES ■ District
■ State ■ Oregon Trail ES ■ District
OREGON TRAIL ELEMENTARY SCHOOL • CASPER , W YOMING
Saxon Math Report Card 2009–2010
6672
62
77
92
7871
85
6872
84
74
0%
30%
40%
50%
10%
20%
60%
70%
80%
90%
100%
fig 57
2006 2007 2008 2009
GRADE 5Longitudinal comparison of fifth grade students at Oregon Trail
Elementary School and the state and district on math achievement
Per
cent
of s
tude
nts
achi
evin
g pr
ofi c
ient
and
ad
vanc
ed o
n th
e P
rofi c
ienc
y A
sses
smen
ts fo
r W
yom
ing
Stu
dent
s (P
AW
S)
Number of Students Tested 2006 2007 2008 2009
State 5979 6299 6339 6689
Oregon Trail Elementary School 59 49 49 59
District 889 839 859 859
■ State ■ Oregon Trail ES ■ District
59
Students prove they understand math concepts and applications by their test scores.
Randall HarrisPrincipal, Oregon Trail ElementarySchoolCasper, WY
Saxon Math—The Difference That Gets Results60 The Difference That Gets Results
EMERSON SCHOOL DISTRICTEmerson, NJ
DemographicsType of School: PublicMetropolitan Status: SuburbanGrade Levels: Elementary, Middle and HighNumber of Students: 1,295
Multicultural StudentPercentages:African-American: 2%Asian-American: 9%Caucasian: 80%Hispanic American: 9%
CASSIA COUNTY SCHOOL DISTRICT Burley, ID
DemographicsType of School: PublicMetropolitan Status: RuralGrade Levels: ElementaryNumber of Students: 5,213Number of Teachers: 325Percentage of StudentsQualifying for Free/ReducedLunch Program: 67%
Multicultural StudentPercentages:Asian-American: 1%Caucasian: 70%Hispanic American: 29%
Our math scores have increased steadily since our adoption of Saxon in 2005. The growth in our Hispanic and LEP population profi ciency scores has outpaced our general population, making gains of almost 10% in the 3-year period we have been using the same state test vendor. Before using Saxon our test scores were signifi cantly below state averages in almost every area. Currently, we are near state averages in every sub-population with scores for our LEP and economically disadvantaged students being above the state averages.
Dana BradleyCurriculum Director, Cassia County SDBurley, ID
We are in our fourth year of using Saxon Math and have expanded from K–2 into 3–5 and middle and high school. We have seen a tremendous increase in our state testing scores and are continuing to see more students performing in the advanced and profi cient ranges than ever before. Our teachers were able to easily implement Saxon, and have directly commented about their success in student retention of basic math facts and the way in which the program constantly reviews previously learned material.
Dr. Philip NisonoffAssistant Superintendent, Emerson School DistrictEmerson, NJ
Additional Testimonals ADDITIONAL TESTIMONIALS
Saxon Math Report Card 2009–2010
NEWTON CONOVER SCHOOLSNewton, NC
DemographicsType of School: PublicMetropolitan Status: UrbanGrade Levels: ElementaryPercentage of StudentsQualifying for Free/ReducedLunch Program: 53%
Multicultural StudentPercentages:African-American: 9%Asian-American: 7%Caucasian: 53%Hispanic American: 23%Native American: 1%
I was afforded the opportunity to pilot the Saxon Math program for two years while I was a second grade teacher at Shuford Elementary. I had heard great comments about the program, but had never used the program myself, and when asked if I would pilot I agreed. During my fi rst year of using the program I noticed right away how comfortable my students felt with the math concepts. They never seemed to have a shocked or confused look when I asked them a question. The amount of exposures the students had to all the concepts allowed them ample time to master all skills and feel confi dent when participating in class discussion. The spiral approach to Saxon Math has made a lasting impact on the students’ mathematical thinking and foundation. As a primary teacher I have never had a class excel in their problem solving and understanding of math as I have using Saxon Math. During the second year of the pilot my students were exposed to the Saxon Math program in fi rst grade and came with a background on the approach taken by Saxon. Again, I have never experienced a class so confi dent and ready to take on math challenges as I have with that group. I can only connect that confi dence with their math background in Saxon. Throughout the entire year my students continued to succeed. I ended the year with almost the entire class passing end-of-year testing. Those couple that did not were identifi ed with additional learning needs. The needs of the students were further evident when analyzing their Saxon assessments and daily work. I fully believe the Saxon Math program helped my students become better math students and learn to “attack” math in a whole new light and feel a sense of ease during math time.
Michael LemkeInstructional Coach, Newton Conover SchoolsNewton, NC
61
Saxon Math—The Difference That Gets Results62 The Difference That Gets Results
NEW MEXICO MILITARY SCHOOLRoswell, NMDemographicsType of School: PrivateMetropolitan Status: UrbanGrade Levels: High SchoolNumber of Students: 319Number of Teachers: 7
I have taught out of the Saxon series since 1992 and am a full-fl edged Saxon advocate. I always tell my parents and visitors that Saxon’s method of constant review mirrors what we see in life. When kids go to take the ACT or SAT test, the questions are not put in chapters as far as concepts go. They are mixed as they are in Saxon homework assignments. This teaches our students to be fl exible thinkers, not concentrate on just one topic or concept. Our students gain an advantage because of this.
Major Paul BurrowMath Teacher, New Mexico Military SchoolRoswell, NM
I have used Saxon Math texts for approximately 15 years. I love the way the mathematical concepts are taught: piece by piece and then put together in other problems. I also like the way basic concepts are taught/reviewed at the beginning of the course and then other skills are added in with each lesson. The evolution of the problems from simple to complex eases the students into doing them without scaring them. The constant review makes sure they retain necessary skills. I have seen many students who come into the class with low math skills learn the crucial basic skills that they were missing and then go on to be successful in higher math classes. I really feel that Saxon does a good job of explaining problems in the lessons as well.
Major Nancy CavinMath Teacher, New Mexico Military SchoolRoswell, NM
Additional Testimonals ADDITIONAL TESTIMONIALS
Saxon Math Report Card 2009–2010
ANDALUCIA PRIMARYPhoenix, ArizonaDemographicsType of School: PublicMetropolitan Status: UrbanGrade Levels: ElementaryNumber of Students: 1000Number of Teachers: 42Percentage of StudentsQualifying for Free/ReducedLunch Program: 93.89%
Multicultural StudentPercentages:African American: 7.58%Asian-American: 3.72%Caucasian: 8.14%Hispanic American: 77.78%Native American: 2.78%
I began using Saxon in 1994 and have loved using it. One year I transferred to another district that didn’t have it. I felt like a duck out of water. I was frustrated with the amount of planning that I had to do when Saxon has already done it so very well. I became a great math teacher after using Saxon’s dynamic program. My very fi rst year was a pilot year. We were using the Stanford 9 at the time. My scores blew everyone else out of the water that particular year. What was the most impressive was the fact that what used to be a weak area on the SAT9, problem solving, became stronger than the computation subtest! In the district where I currently teach, one of the strengths Saxon gives our kids is the continuous review and spiraling of objectives being taught. I think it’s so benefi cial that this is automatically built into our Math Meeting, Guided Practice, and Independent Practice. I cannot imagine teaching math without this valuable tool.
Laura WatsonLead Teacher, Andalucia PrimaryPhoenix, AZ
63
Saxon Math—The Difference That Gets Results64 The Difference That Gets Results
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References REFERENCES
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All rights reserved. Printed in the U.S.A. 07/10 6056 Z-1450343Saxon® is a registered trademark of HMH Supplemental Publishers Inc.
Saxon Math™ is a trademark of HMH Supplemental Publishers Inc.
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Anytime a program provides teachers with a tool to better do their job, that is a great thing. Saxon allows teachers to be successful… as well as the students.
Dr. Larry DiChiaraSuperintendent, Phenix City SchoolsPhenix City, AL
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