Saxon Math Report Card 2010 HR

2009–2010
Saxon Math Report Card:

School Results and Testimonials
Saxon Math Works

Across the Nation
d
2009–2010 Saxon Math Report Card
Saxon Works Across the Nation

“Saxon Works!”
It’s a phrase that is heard information are easier to teach and around the country are reported
consistently in Saxon classrooms learn, Saxon’s unique innovative here in the Saxon Math Report
across the country. Saxon products instructional approach breaks Card. It sets the standard for
and programs have a proven complex concepts into related recognizing schools for their
record of success in every type of increments. The instruction, outstanding academic achievement
school setting—urban, suburban, practice, and assessment of those with Saxon’s research-based
rural, public, private, charter, and increments is systematically programs. These schools
parochial—for over 25 years distributed across a grade level. represent Saxon’s rapidly
This gives students the time to expanding base of users who are
The success of Saxon programs
practice, process and master dedicated to seeing its use in
can be attributed to the program’s
concepts, which ensures that classrooms grow. Their zeal for
unique, effective, and research-
students gain and retain critical Saxon is more than an affinity for a
based pedagogy, which helps
thinking skills. It also ensures a product. Saxon supporters are a
students develop a deeper
deep mastery and conceptual family—a community that has seen
understanding of concepts
the tremendous advantages of the
and how to apply them. understanding of critical skills and
Saxon learning approach.
concepts.
Saxon’s approach is truly different
Ask one and they’ll tell you…
from traditional chapter programs. Test scores and success stories
Saxon Works!
Recognizing that smaller pieces of gathered from Saxon schools
>>>
Saxon Math Report Card 2009–2010 1

Saxon Works Across the Nation
Research Tested,
Classroom Perfected
During my first year of using the program I
Since day one, the Saxon noticed right away how comfortable my students felt with the
commitment has always been to math concepts. They never seemed to have a shocked or
turn education around in America confused look when I asked them a question. The amount of
by producing programs with exposure the students had to all the concepts allowed them
proven records of success. ample time to master all skills and feel confident when
participating in class discussion. The spiral approach to
Saxon continues this dedication
Saxon Math has made a lasting impact on the students’
to success by offering heavily
mathematical thinking and foundation. As a primary teacher
researched instructional and
I’ve never had a class excel in their problem solving and
student materials.
understanding of math as I’ve had using Saxon Math.
One of the reasons Saxon
Michael Lemke
programs have a high rate of
Instructional Coach, Newton Conover Schools
success is the lessons are
Newton, NC
rigorously field-tested long before
they are published. Revisions are
made based on the field test
results and input from teacher Improved Results
advisory boards. After the program
Classrooms throughout the country have experienced dramatic success
is published, feedback from
through the use of Saxon Math. From grades K through 12, Saxon
teachers and administrators is
Math offers curricula that promote conceptual understanding and a
used to continually refine the
deep mastery of skills, while improving results—year after year.
program. This process of writing,
testing, revising and publishing Students benefit from the spiraled approach that is instilled in every
ensures that every Saxon program Saxon Math lesson. Unlike traditional chapter-approaches, concepts
produces desirable classroom appear and reappear throughout the Saxon program, meaning students
results, time after time. must retain the information they learn and apply it in increasing
complexity as they progress.
Additionally, research for Saxon
Math’s middle school program The Saxon Math approach engages students and helps build
(Resendez & Azin, 2006) was confidence so that they are prepared for higher learning.
recognized by the What Works
Clearinghouse as meeting all
evidence standards. This
randomized controlled trial showed Students realize that they are not just learning a
an average increase of +9 concept for one chapter—they need to maintain all skills.”
percentile points for the 6th, 7th
and 8th grade students that Jacque Novotny
participated in the study. Math Teacher and Department Chairperson
St. Mary’s School, Sleepy Eye, MN
2 Saxon Math—The Difference That Gets Results

Teachers benefit from the carefully crafted lesson plans and
time-tested pedagogy. Saxon’s scripted Teacher’s Manuals
promote efficiency and fidelity.
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 Bentz
Lead Teacher, Taylor Primary
Snowflake, AZ
Differentiated Instruction
Whether students are struggling, on-level or advanced, With Saxon, year after
Saxon Math works. year my 4th grade students feel
challenged and motivated to get
Saxon Math ensures that all students learn and retain key math
the math work done. They are
concepts they need to succeed. Read on to see how Saxon Math
never bored, because the
has delivered positive results in schools across the country.
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
Saxon has allowed us to target our lowest develop a deeper understanding
quartile of learners through its spiral program of constant of the concepts, and they
repetition of skills while at the same time providing a retain the information throughout
challenging curriculum for those students who consistently the year.”
score well on the test. The basic facts practice, along with the Karen Humphreys
daily warm-up meetings, has provided our children with the 4th Grade Teacher, Highland
tools to develop problem solving skills far superior to other Elementary School
programs. Simply stated, Saxon is the best math program we Ridgeland, MS
have ever taught, and as the old adage goes, ‘the proof is in
the pudding.’
Roger Golden
Principal, Berryhill Elementary
Milton, FL

4
Data Index
Compilation Foundational Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The information contained in Arab Elementary School, Arab, AL. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

this Saxon Math Report Card Lakewood Elementary School, Phenix City, AL . . . . . . . . . . . . . . . . 10
has been gathered from
schools across the country to Full Circle Learning Academy, Los Angeles, CA . . . . . . . . . . . . . . . 12
demonstrate the effectiveness Soulsbyville Elementary School, Soulsbyville, CA . . . . . . . . . . . . . . 14
and success of the Saxon
Math program. Fowler Elementary School, Fowler, CO. . . . . . . . . . . . . . . . . . . . . . . 16
Schools’ demographic Berryhill Elementary School, Milton, FL . . . . . . . . . . . . . . . . . . . . . . . 18

information, test scores, and Hungerford Elementary School, Maitland, FL . . . . . . . . . . . . . . . . . . 20
quotes have been included in
this report with written consent Tyndall Elementary School, Panama City, FL . . . . . . . . . . . . . . . . . . 22
of the participants. Schools for Kellogg Elementary School, Chicago, IL . . . . . . . . . . . . . . . . . . . . . . 24
which Saxon did not have
written consent on file were not Moline School District, Moline, IL. . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
considered for inclusion in the Portage Park Elementary School, Chicago, IL . . . . . . . . . . . . . . . . . 28
Saxon Math Report Card.
Grandville Central Elementary School, Grandville, MI . . . . . . . . . . . 30
Grandville Cummings Elementary School, Grandville, MI . . . . . . . . 32

By Metropolitan Status:
Kingsley Elementary School, Kingsley, MI . . . . . . . . . . . . . . . . . . . . . 34
Urban: pages 12, 20, 24, 28, 44,
46, 61, 62, 63 Sherwood Elementary School, Arnold, MO . . . . . . . . . . . . . . . . . . . 36
Suburban: pages 10, 18, 22, 26,
Waynesboro Elementary School, Waynesboro, MS . . . . . . . . . . . . 38
30, 32, 36, 42, 48, 50, 51, 58, 60
Rural: pages 8, 14, 16, 34, 38, 40, Wyndmere Elementary School, Wyndmere, ND. . . . . . . . . . . . . . . . 40
52, 54, 56, 60
Chippewa Elementary School, Holtsville, NY . . . . . . . . . . . . . . . . . . 42
By Socioeconomic Status*:
Dr. Martin Luther King, Jr. PS #9, Rochester, NY. . . . . . . . . . . . . . . 44
Low: pages 12, 20, 28, 34, 38,
40, 44, 46, 54, 60, 61, 63 Hawthorne Elementary School, Rochester, NY . . . . . . . . . . . . . . . . 46
Mid: pages 14, 16, 18, 22, 24, 30,
Lynwood Elementary School, Farmingville, NY. . . . . . . . . . . . . . . . . 48
36, 51, 58
High: pages 8, 10, 26, 32, 42, Sachem School District, Holbrook, NY . . . . . . . . . . . . . . . . . . . . . . . 50
48, 52
Wapakoneta School District, Wapakoneta, OH . . . . . . . . . . . . . . . . 51
Fort Cherry Elementary School, McDonald, PA . . . . . . . . . . . . . . . . 52
*A school was classified with a socio- J.W. Wiseman Elementary School, Portland, TN . . . . . . . . . . . . . . . 54
economic status of “low” if the number of
students eligible for the free and reduced North Franklin School District, Cornell, WA . . . . . . . . . . . . . . . . . . . 56
lunch program was 50% or more, “mid” was
chosen if the range was between 30% and Oregon Trail Elementary School, Casper, WY . . . . . . . . . . . . . . . . . 58
49% and the classification of “high” was
given to those schools where the number of Additional Testimonials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
eligible students was 29% or below.
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

Foundational Research
A well-articulated curriculum challenges Theoretical Framework for Saxon Math

students to learn increasingly more sophisticated Saxon’s instructional approach to teaching mathematics
is supported by Gagne’s (1962, 1965) cumulative-
mathematical ideas as they continue their studies.
learning theory and Anderson’s (1983) ACT theory.
Because smaller pieces of information are easier to
Gagne’s theory of cumulative learning is based on the
teach and easier to learn, the Saxon Math series was premise that intellectual skills can be broken down into
developed by breaking down complex concepts into simpler skills. Research has shown that intellectual skill
related increments. The Saxon approach sets itself apart objectives are arranged into a pattern that reveals
from most programs in that it distributes instruction, prerequisite relationships among them (Gagne & Briggs,
practice, and assessment instead of massing these 1974). Thus, lower-level skills must be mastered before
higher-level skills can be achieved. Anderson’s ACT
elements throughout the lessons and school year. As
theory explains the development of expertise through
students encounter new increments of instruction, they
three stages: cognitive, associative, and autonomous.
are also continually reviewing previously introduced math During the cognitive stage, learners rehearse and
concepts, ensuring that they truly integrate and retain memorize facts related to a particular domain or skill that
critical math concepts to a level of mastery. This guide them in problem solving. Within the associative
pedagogy is beneficial to all learners, particularly stage, learners are able to detect errors and
Special Education and English Language learners. 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 Level
Over 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

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 Level
Foundational 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; Mayfield & Chase, 2002;
Ornstein, 1990; Usnick, 1991). Dempster (1991) noted
that the benefits of review have been validated by
research since the early part of the 20th century, and
numerous studies suggest that when review is infrequently (Blair, 2000; Peckham & Row, 1977;
incorporated into the learning process both the Rohm, Sparzo, & Bennett, 1986). Research indicates
quantity and quality of what is learned is improved. that well-designed classroom testing programs that are
In Saxon Math, practice of an increment is continual routine rather than an interruption have a positive
and distributed across each grade level. After an impact on later student achievement (NCTM, 2000;
increment of a concept is introduced, students are Dempster, 1991). Dempster found that higher levels of
given multiple opportunities and ample time to practice achievement occur when testing is frequent and
it. This allows students to understand and master the cumulative rather than infrequent or related only to
increment before being introduced to a related content covered since the last test. Additionally, mixed
increment of the concept. Continual, distributed review and assessment is shown to improve students’
practice ensures that concepts are committed to ability to identify the correct skills or concepts needed
students’ long-term memory and that students achieve to solve a problem (Rohrer, 2009).
automaticity of basic math skills. In Saxon Math, the frequent, cumulative assessments
Cumulative Assessment Distributed examine both the acquisition and maintenance of
concepts. Assessments are provided at regular
Across the Level
intervals to help teachers frequently gauge students’
Frequent and distributed cumulative assessment is
progress. Furthermore, because each assessment is
found to be effective by a number of studies showing
cumulative, teachers can also monitor students’
that students who are assessed frequently have higher
retention of critical concepts—and remediate, intervene,
test scores than students who are assessed
and enrich as needed.

A R A B C IT Y E LE M E NTA RY S C H OO L • A R A B , A L A BA M A
SCH O O L DATA GR ADE 3

Longitudinal comparison of third grade students at Arab City Elementary
Demographics
School and the state fig
on1math achievement
Type of School: Public
Metropolitan Status: Rural
standards on on the Alabama Reading and Math Test

Percent of students achieving meets and exceeds
Grade Levels: Elementary 100% 98 98
92 94
Number of Students: 546 87
78 78 78 80
Number of Teachers: 30 80% 74
Percentage of Students
Qualifying for Free/Reduced
(ARMT)
60%
Lunch Program: 25%
40%
Multicultural Student
Percentages:
20%
Caucasian: 98%
Hispanic American: 2%
0%
2005 2006 2007 2008 2009
■ State
BACKG ROU N D Number of Students Tested 2005 2006 2007 2008 2009
■ Arab City ES State 54923 55840 56839 57690 58602
A N D A N A LYS I S Arab City Elementary School 198 197 202 187 171
The 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.

GR ADE 4
Longitudinal comparison of fourth grade students at Arab City Elementary
School and the state on math achievement
fig 2
100% 98
exceeds standards on on the Alabama Reading
92 94 93
Percent of students achieving meets and
86
80% 78 78 79 79 It works!
73
and Math Test (ARMT)
John Mullins
60% Superintendent,
Arab City Schools
40% Arab, AL
20%
0%
2005 2006 2007 2008 2009
■ State Number of Students Tested 2005 2006 2007 2008 2009

Arab City Elementary School 173 190 210 195 196
GR ADE 5
Longitudinal comparison of fifth grade
fig 3 students at Arab City Elementary
99
standards on on the Alabama Reading and Math
100% 98 96
97
94
76 77 77 80
80% 72
Test (ARMT)
60%
40%
20%
0%
2005 2006 2007 2008 2009

Arab City Elementary School 184 179 192 210 200

L A K E WOO D E LE M E NTA RY S C H OO L • PH E N IX C IT Y, A L A BA M A

Longitudinal comparison of third grade students at Lakewood Elementary
Demographics
School and the state and district on math achievement
Type of School: Public fig 4
Metropolitan Status: Suburban

Grade Levels: Elementary 100%
89 90 91
Number of Students: 665 85 84 87
78 78 78 79 78 78 80
Number of Teachers: 25 80% 74 77
Qualifying for Free/Reduced 60%
(ARMT)
Lunch Program: 27%

40%
Percentages:
20%
African American: 22%
Asian American: 1%
0%
Caucasian: 73% 2005 2006 2007 2008 2009
Hispanic American: 3% ■ State Number of Students Tested 2005 2006 2007 2008 2009
Native American: 1% ■ Lakewood ES State 54923 55840 56839 57690 58602
Lakewood Elementary School 97 81 106 120 124
■ District
District 415 401 460 514 508
BACKG ROU N D
A N D A N A LYS I S
GR ADE 4
This Alabama district purchased and
Longitudinal comparison of fourth grade students at Lakewood Elementary
implemented Saxon Math into its fig 5
School and the state and district on math achievement
elementary schools in 2005. This
case study highlights one school,
Lakewood Elementary, which 100%

92 92
95 94
90
outranked the state and the district 81
79 79 81
78 78 78
in math achievement for grades 3 80% 73 75
72
and 4. In 2007 this school added
grade 5 to its enrollment. Scores on 60%
(ARMT)
the ARMT for math achievement not

only increased over time, but also 40%
outranked fifth grade students in
the state and district. 20%
0%
2005 2006 2007 2008 2009
■ Lakewood ES State 56062 55271 56035 57196 57958
■ District Lakewood Elementary School 107 98 88 109 122

District 467 421 420 483 493

GR ADE 5
Longitudinal comparison of fifth grade students at Lakewood Elementary
School and the state and district
fig 6
on math achievement
100% 93
91
82 81
77 80 80
80% 77
68
60%
(ARMT)
40%
20%
0%
2007 2008 2009
■ State Number of Students Tested 2007 2008 2009
■ Lakewood ES State 55558 56342 57195
Lakewood Elementary School 96 83 113
■ District
District 412 421 474
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 DiChiara

Superintendent, Phenix City Schools
Phenix City, AL

FU LL C I R C LE LE A R N I N G AC A D E M Y • LOS AN G E LE S , C A LI FO R N IA
fig page12
SCH O O L DATA
Percentage of students reaching math proficiency
Demographics
Type of School: Charter
Percentage of students who are proficient.

Metropolitan Status: Urban 35% 33
and Middle
25%
Number of Students: 146
20%
Number of Teachers: 8
Percentage of Students 15%

6
Lunch Program: 84% 5%
Multicultural Student 0%
Before Saxon Year after Saxon was implemented
Percentages:
African American: 98% ■ Before Saxon
Hispanic American: 2% ■ Year after Saxon was implemented
BACKG ROU N D
A N D A N A LYS I S :
After implementing Saxon Math, the
percentage of students at Full Circle
Learning Academy in Los Angeles, I attribute our rising test scores to the
California, who reached math Saxon curriculum and the teachers who followed
proficiency rose significantly. the program to the letter.
Linda Lee
Principal, Full Circle Learning Academy
Los Angeles, CA

SO U L S BY V I LLE E LE M E NTA RY S C H OO L • SO U L S BY V I LLE , C A LI FO R N IA
SCH O O L DATA BACKG ROU N D A N D A N A LYS I S

Demographics Soulsbyville Elementary School has been using Saxon Math for 10 years.
Type of School: Public Test scores for mathematic achievement on the California Standards Test
Metropolitan Status: Rural (CST) for grades 3 through 5 have consistently outranked the students in
Grade Levels: Elementary and the state at the same grade levels. These charts show the percentage
Middle increases from 2005 to 2009.
We re-adopted Saxon Math for our K–5
Lunch Program: 41%
program because the curriculum provides a structure
Multicultural Student of rigorous implementation of math content.
Percentages:
Asian American: 1% Jeff Winfield
Caucasian: 79% Superintendent, Soulsbyville ESD
Hispanic American: 5% Soulsbyville, CA
Multi-Racial: 15%
GR ADE 3
Longitudinal comparison of third grade students at Soulsbyville Elementary
fig 7
100%
standards on on the California Standards Test
82
80% 79
74
63 64 64
61
58 58
60% 54
(CST)
40%
20%
0%
2005 2006 2007 2008 2009

■ Soulsbyville ES State 476527 466394 460909 448564 450850
Soulsbyvilley Elementary School 55 69 61 44 48

GR ADE 4
Longitudinal comparison of fourth grade students at Soulsbyville Elementary
School and the statefig
on8 math achievement
100%
82
80%
70
66 67 65 66
61
60% 54 56
50
(CST)
40%
20%
0%
2005 2006 2007 2008 2009

GR ADE 5
Longitudinal comparison of fifth gradefig
students
9 at Soulsbyville Elementary
80%
70% 65
62
56 57
60%
52 51
49 48 49
50% 44
(CST)
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009


FOW LE R E LE M E NTA RY S C H O O L • FOW LE R , C O LO R A D O

Longitudinal comparison of third grade
fig students
10 at Fowler Elementary
Demographics
Percent of students achieving proficient and above on

the Colorado Student Assessment Program (CSAP)
97
Grade Levels: Elementary 100% 92
88
Number of Students: 239 90% 83 79
68 68 70 69

50%
Lunch Program: 39%
40%
30%
Percentages: 20%
Caucasian: 82% 10%
Hispanic American: 18% 0%
2005 2006 2007 2008 2009
■ State
BACKG ROU N D ■ Fowler ES
Number of Students Tested
State
2005
55539
2006
56385
2007
58080
2008
59417
2009
61443
A N D A N A LYS I S Fowler Elementary School 32 33 26 35 N/A
Fowler Elementary School is located

in rural Colorado. Students have
been using Saxon Math since GR ADE 4
1997. Test scores for mathematic Longitudinal comparison of fourth grade students at Fowler Elementary
fig 11
achievement on the Colorado School and the state on math achievement
Student Assessment Program test
(CSAP) for grades 3 through 5 have 100% 91

90 87
consistently outranked the state 90% 83
scores at the same grade levels. 80% 75
71 71
69 68
These charts show the percentage 70% 66
increases from 2005 to 2009. 60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009

■ Fowler ES State 55399 56399 56799 58403 60019
Fowler Elementary School 16 31 30 23 N/A

GR ADE 5
figstudents
12 at Fowler Elementary
100% 91
90% 81
80% 76 76
70% 63 65 65 65 63
61
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009

■ Fowler ES State 55910 56316 59658 57253 59015
Fowler Elementary School 34 18 33 33 N/A

B E R RYH I LL E LE M E NTA RY S C H OO L • M I LTO N , FLO R I DA

Demographics The Florida Comprehensive Assessment Test (FCAT) is based on Florida’s
Type of School: Public curriculum frameworks, the Sunshine State Standards. Students that score
Metropolitan Status: Suburban levels 3, 4, and 5 in Mathematics on the FCAT are considered on grade level,
Grade Levels: Elementary proficient, or advanced. Saxon Math has been implemented for several
Number of Students: 849 years at Berryhill Elementary School. The percentage of third grade students
Number of Teachers: 35 in the school scoring 3 and above on the FCAT Mathematics has consistently
Percentage of Students risen each year to reach a percentile ranking of 96 during the 2008–2009
Qualifying for Free/Reduced school year. Third grade students at Berryhill Elementary school have
Lunch Program: 37% outranked third grade students in the State since the 2005–2006 school
Multicultural Student year. Fourth and fifth grade students outranked students in the State for
Percentages: the 2008–2009 school year.
Asian American: 1%
Caucasian: 88%
GR ADE 3
Longitudinal comparison of third gradefigstudents
13 at Berryhill Elementary
Multi-Racial: 6% School and the state on math achievement
Native American: 1%
100% 96 96
93 89 89
89 88
and above on the Florida Comprehensive
87
90%
Percent of students achieving level 3
86 78
80% 84 76
72
Assessment Test (FCAT)
68 74
70%
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009

■ Berryhill ES State 203037 204402 201862 204180 205135
■ District Berryhill Elementary School 156 145 161 131 158

District 1719 1791 1787 1859 1880

GR ADE 4
Longitudinal comparison of fourth grade
fig students
100% 93
91
90% 86 85 84
82 83
77 79
80% 76 75
71
67 69
70% 64
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009


District 1719 1729 1735 1847 1841
GR ADE 5
Longitudinal comparison of fifth gradefigstudents
100%
90%
80 79 81
80% 76 74 72 74
69
70% 64 66
61 62
57 57 59
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009


District 1791 1784 1768 1788 1882

H U N G E R FO R D E LE M E NTA RY S C H OO L • M A ITL AN D , FLO R I DA
SCH O O L DATA BAC KG ROU N D

Demographics A N D A N A LYS I S :
Type of School: Public Hungerford Elementary School in
Metropolitan Status: Urban Maitland, Florida, saw rises in FCAT
Grade Levels: Elementary scores after beginning Saxon Math
Percentage of Students in the 2007–2008 school year.
Lunch Program: 95%
Percentages:
Caucasian: 5%
GR ADE S fig3 , page

4 , 520
Comparison of Grade 3, 4, and 5 FCAT scores from 2005 to 2008
90% 85
80%
79 68 67
70%
FCAT achievement ranking
62 60
60%
51 47
50% 44 54
34
40% 33
30%
20%
10%
0%
3rd 4th 5th
■ 2005
■ 2006
■ 2007
■ 2008

T YN DALL E LE M E NTA RY S C H OO L • PA N A M A C IT Y, FLO R I DA

fig students
16 at Tyndall Elementary
Demographics
Percent of students achieving level 3 and above

Grade Levels: Elementary 100% 89
91
on the Florida Comprehensive Assessment

90 88 88
90% 87
Number of Students: 770 78 80 81 78 80
80% 74 76
Number of Teachers: 38 72
68
70%
Test (FCAT) 60%
50%
Lunch Program: 35%
40%
Percentages: 20%
African-American: 14% 10%
Asian American: 4% 0%
2005 2006 2007 2008 2009
Caucasian: 68%
Hispanic American: 5% ■ State Number of Students Tested 2005 2006 2007 2008 2009
■ Tyndall ES State 203037 204402 201862 204180 205135
Multi-Racial: 9%
■ District Tyndall Elementary School 137 104 108 105 104
District 1996 1930 1916 1631 1936
BACKG ROU N D
A N D A N A LYS I S
Third 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 Tyndall Elementary has used
each school year the Saxon Math Saxon Math for ten years. Teachers turned to
program has been implemented in Saxon because of the replication and cyclical nature
this suburban school. of teaching Florida standards.
Libbie Pippin
Principal, Tyndall Elementary School
Panama City, FL

GR ADE 4
Longitudinal comparison of fourth grade students at Tyndall Elementary
fig 17
100%
87 90
90% 83 83 82 77
80% 73 74 75
69 71
67 67 67
70% 64
Test (FCAT)
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009

■ Tyndall ES State 195866 192610 169932 192792 192333

District 1719 1728 1735 1847 1841
GR ADE 5
fig students
18 at Tyndall Elementary
100%
85 88
90% 84 84
80%
68 67 66 66
70% 61 62
57 58 57 59 60
Test (FCAT)
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009

■ Tyndall ES State 181434 197076 192369 195418 192333

District 1971 1835 1836 1879 1835

K E LLO G G E LE M E NTA RY S C H O O L • C H I C AG O, I LLI N O I S

fig students
19 at Kellogg Elementary
Demographics
Metropolitan Status: Urban 100

standards on the Illinois Standards Achievement
Grade Levels: Elementary 100% 91 94
86 87 90 85 85
Number of Students: 283 90%
79
Number of Teachers: 20 80% 71 73
67 70
70% 64
Percentage of Students 58
Test (ISAT). 60%
50%
Lunch Program: 43%
40%
Percentages: 20%
Caucasian: 16% 0%
2005 2006 2007 2008 2009
■ Kellogg ES State 137569 136090 135959 153376 154226
BACKG ROU N D ■ District Kellogg Elementary School 25 35 31 21 33
District 26435 26149 24793 24589 25223
A N D A N A LYS I S
Kellogg 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.

GR ADE 4
Longitudinal comparison of fourth gradefigstudents
100
100%
85 86 86 84 86 88
90% 81 78
80% 73 74
69
70%
Test (ISAT).
60%
50%
40%
30%
20%
10%
0%
2006 2007 2008 2009
■ State Number of Students Tested 2006 2007 2008 2009
■ Kellogg ES State 139553 136543 150628 150460
■ District Kellogg Elementary School 31 31 31 25

District 25816 23827 24508 24968
GR ADE 5
Longitudinal comparison of fifth gradefigstudents
97
100% 93
90% 82 83 84 81 83
79
80% 73 66 72
69
70% 67
56 59
Test (ISAT).
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009

■ Kellogg ES State 148814 146880 142091 151312 151088
■ District Kellogg Elementary School 43 28 31 31 29

District 29743 28191 26247 25790 25547

M O LI N E S C H O O L D I S TR I C T • M O LI N E , I LLI N O I S

Longitudinal comparison of third grade students
fig 22 at Moline School District
Demographics
and the state on math achievement


Test (ISAT) 89 89
87
86
Lunch Program: 15% 85 85
85%
Percentages:
80%
African-American: 7%
Asian American: 2%
75%
Caucasian: 71% 2006 2007 2008 2009
Hispanic American: 20% ■ State Number of Students Tested 2006 2007 2008 2009
■ Moline State 136090 135959 153376 154226
Moline School District 477 479 558 529
BACKG ROU N D
A N D A N A LYS I S
The following case study highlights GR ADE 4
Moline School District 40, a Longitudinal comparison of fourth gradefig
students
23 at Moline School District
suburban district in Illinois that
purchased the Saxon Math
program for all of its elementary 100%

schools. Since 2006, Moline SD 40
has consistently outranked the state 95% 93
92
on math achievement on the ISAT 91
89
Test (ISAT)
for grades 3, 4, and 5. The charts 90%

to the right show how the district 86 86
85 85
maintained a 3–4 percentage 85%
point increase.
80%
75%
2006 2007 2008 2009

■ Moline ES State 139553 136543 150628 150460

GR ADE 5
Longitudinal comparison of fifth grade students
fig 24 at Moline School District
100% 89
87 90 87
90% 81
79
80% 83 83
70%
Test (ISAT)
60%
50%
40%
30%
20%
10%
0%
2006 2007 2008 2009

■ Moline State 146880 142091 151312 151088

P O R TAG E PA R K E LE M E NTA RY S C H OO L • C H I C AG O, I LLI N O I S
GR ADE 3
SCH O O L DATA Longitudinal comparison of third grade
fig 25 students at Portage Park
Demographics Elementary School and the district on math achievement
Metropolitan Status: Urban

100%
Grade Levels: Elementary and
90% 83 81 83
Middle 78
80% 73 71 73
Number of Students: 1150 67 70
70%
Number of Teachers: 54 Test (ISAT) 60%
58
Percentages: 10%
2005 2006 2007 2008 2009
Asian American: 4%
■ Portage Park ES
Caucasian: 43% Number of Students Tested 2005 2006 2007 2008 2009
■ District District 26435 25149 24793 24589 24223
Portage Park Elementary School 81 80 98 95 84
BACKG ROU N D
A N D A N A LYS I S
Since 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.

GR ADE 4
Elementary School and the district on math achievement
100%
89
90% 86
81 83
78
80% 73 74
69
70%
Test (ISAT)
60%
50%
40%
30%
20%
10%
0%
2006 2007 2008 2009
■ Portage Park ES Number of Students Tested 2006 2007 2008 2009

■ District District 25816 23827 24508 24968
Portage Park Elementary School 84 88 114 96
GR ADE 5
Elementary School and the district on math achievement
100%
88 89 87
90% 84 84
80% 72
66 69
70%
56 59
Test (ISAT)
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009
■ Portage Park ES Number of Students Tested 2005 2006 2007 2008 2009
■ District District 29743 28191 26247 25790 25547
Portage Park Elementary School 101 102 196 93 109

G R A N DV I LLE C E NTR A L E LE M E NTARY S C H OO L • G R AN DV I LLE , M I C H I G AN

fig students
28 at Grandville Central
Demographics
Elementary School and the state on math achievement
advanced on the Michigan Education Assessment

Percent of students achieving proficient and

91
Program (MEAP).
90% 89
Qualifying for Free/Reduced 88 88 88
86
Lunch Program: 33%
85%
Percentages:
80%
Caucasian: 87% 75%
Hispanic American: 6% 2006 2007 2008 2009
Multi-Racial: 2% ■ State Number of Students Tested 2006 2007 2008 2009

■ Grandville Central ES State 120152 117641 116192 115725
Grandville Central Elementary
25 35 42 27
BACKG ROU N D School
A N D A N A LYS I S
This suburban Michigan school’s
fifth grade students have
consistently outranked fifth grade
We have seen all subgroups be successful
students in the state for math
in our math program as measured by MEAP. A number
achievement on the Michigan
of our schools received 100% proficiency in specific
Education Assessment Program
grade levels using these materials.
(MEAP). In 2009, third and fourth
grade students at this school Tim Purkey
outranked students in the state Assistant Superintendent, Grandville Public Schools
by 2 and 7 percentage points Grandville, MI
respectively.

GR ADE 4
Longitudinal comparison of fourth grade students at Grandville Central
fig 29
100
100% 95
86 86 88
90% 85 85
81
80%
70%
Program (MEAP).
60%
50%
40%
30%
20%
10%
0%
2006 2007 2008 2009

28 31 31 29
School
GR ADE 5
figstudents
30 at Grandville Central
100%
89 88
90% 83
76 78 77
80% 72 74
70%
Program (MEAP).
60%
50%
40%
30%
20%
10%
0%
2006 2007 2008 2009

28 23 24 34
School

G R A N DV I LLE C U M M I N G S E LE M E NTARY S C H OO L • G R AN DV I LLE , M I C H I G AN

Longitudinal comparison of third grade fig
students
31 at Grandville Cummings
Demographics
Metropolitan Status: Suburban 100

99

97
Number of Teachers: 17 95%
91
Program (MEAP).
Qualifying for Free/Reduced 90% 88
86
Lunch Program: 27%
85%
Percentages:
80%
Asian American: 1%
75%
Caucasian: 91% 2006 2007 2008 2009
Multi-Racial: 2% ■ Grandville Cummings State 120152 117641 116192 115725

ES Grandville Cummings Elementary
75 66 66 77
School
BACKG ROU N D
A N D A N A LYS I S
Grandville Cummings Elementary
GR ADE 4
is a suburban school in Michigan Longitudinal comparison of fourth gradefigstudents at Grandville Cummings
32
that has been very successful with Elementary School and the state on math achievement
math achievement on the Michigan
Education Assessment Program
100% 94 94
(MEAP). Third grade students 92 91 88

90% 85 86
scored higher than students in the 81
80%
state over the last three years—
70%
Program (MEAP).
resulting in all third grade students

60%
achieving proficient or advanced
50%
for math on the MEAP. Fourth
40%
grade students’ results show similar
30%
achievement. In addition, fifth grade
20%
students’ scores have consistently
10%
increased and outranked fifth grade
0%
students in the state since 2006. 2006 2007 2008 2009

■ Grandville Cummings State 120799 117722 116946 115011
89 79 65 67
School

GR ADE 5
fig 33 at Grandville Cummings
100% 94
88 88
90% 82
76 77
80% 72 74
70%
Program (MEAP).
60%
50%
40%
30%
20%
10%
0%
2006 2007 2008 2009

■ Grandville Cummings State 12371 118508 117060 116078
72 77 83 82
School

K I N G S LE Y E LE M E NTA RY S C H OO L • K I N G S LE Y, M I C H I G AN

Longitudinal comparison of third gradefig
students
34 at Kingsley Elementary
Demographics
Metropolitan Status: Rural 100


98
96
91
Program (MEAP).
Qualifying for Free/Reduced 90% 88
86
Lunch Program: 55%
85%
Percentages:
80%
Caucasian: 96%
75%
Asian American: 1% 2006 2007 2008 2009
Native American: 1% ■ Kingsley ES State 120152 117641 116192 115725

Kingsley Elementary School 97 106 120 119
BACKG ROU N D
A N D A N A LYS I S
The 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.

GR ADE 4
35 at Kingsley Elementary
100% 94 94
92 91 88
90% 85 86
81
80%
70%
Program (MEAP).
60%
50%
40%
30%
20%
10%
0%
2006 2007 2008 2009

■ Kingsley ES State 120799 117722 116946 115011
Kingsley Elementary School 104 113 103 126
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 Hartman
Principal, Kingsley Elementary School
Kingsley, MI

S H E R WOO D E LE M E NTA RY S C H OO L • A R N O LD , M I S SO U R I

fig 36 at Sherwood Elementary
Demographics

advanced on the Missouri Assessment
Number of Students: 568 90%

Program (MAP) 57 64
60% 57
Qualifying for Free/Reduced 54
50% 46 44 45
Lunch Program: 42% 44
40%
30%
Percentages:
20%
Caucasian: 99%
10%
0%
2006 2007 2008 2009

BACKG ROU N D ■ Sherwood ES State 65417 67364 67041 68063
A N D A N A LYS I S Sherwood Elementary School 85 75 86 86
Third graders at Sherwood

Elementary School have had
success using Saxon Math. GR ADE 4
Results from the Missouri Longitudinal comparison of fourth grade fig
students
37 at Sherwood Elementary
Assessment Program (MAP)
on math achievement indicate
that student scores increased 100%
10 percentage points since 90%

2006 and outranked third grade 80%
67
student scores in the state by 70%
Program (MAP)
62 58
19 percentage points in 2009. 60% 54 45
50% 45 45
Fourth grade students at this 44
school outranked the state by 40%
21 percentage points in 2009. 30%
Fifth grade students consistently 20%
improved test scores, outranking 10%
students in the state for the last 0%
2006 2007 2008 2009
three years.
■ Sherwood ES State 65930 66056 67703 67449
Sherwood Elementary School 72 87 73 86

GR ADE 5
fig 38 at Sherwood Elementary
100%
90%
80%
67 68
70% 64
Program (MAP)
60%
47 48
50% 44 46
40% 36
30%
20%
10%
0%
2006 2007 2008 2009

■ Sherwood ES State 66795 66154 66370 66974
Sherwood Elementary School 65 75 91 78

WAYN E S BO RO E LE M E NTA RY S C H OO L • WAYN E S BO RO, M I S S I S S I PP I

Demographics The Mississippi Curriculum Test (MCT) was revised in 2007. A second
Type of School: Public edition of the MCT has been administered to students in Mississippi since
Metropolitan Status: Rural 2008. Fourth grade students at Waynesboro Elementary School have
Grade Levels: Elementary increased test scores for math achievement on the MCT 2 in one year by
Number of Students: 786 13 percentage points. This increase outranks fourth graders in the state
Number of Teachers: 50 by 20 percentage points.
Lunch Program: 90% GR ADE 4
fig 39 students at Waynesboro
Elementary School and the state and district on math achievement
Percentages:
Caucasian: 23% 100%
advanced on the Mississippi Curriculum

78
80%
70% 65
Test (2) (MCT2).
56 56 58
60% 53
50%
40%
30%
20%
10%
0%
2008 2009
■ State Number of Students Tested 2008 2009
■ Waynesboro ES State 36871 37527
■ District Waynesboro Elementary School 146 129

District 297 281

W YN D M E R E E LE M E NTA RY S C H OO L • W YN D M E R E , N O R TH DA KOTA

students
40 at Wyndmere Elementary
Demographics
100% 95 95 95 95
Grade Levels: Elementary

87 87 88
90% 86 86
83
advanced on the North Dakota State

Assessment (NDSA).
70%
60%
50%
Lunch Program: 70%
40%
Percentages: 20%
Caucasian: 100% 10%
0%
2005 2006 2007 2008 2009
BACKG ROU N D ■ State Number of Students Tested 2005 2006 2007 2008 2009
A N D A N A LYS I S ■ Wyndmere ES State 6978 6878 6922 6775 6553
The following case study Wyndmere Elementary School 16 16 13 13 15
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.

GR ADE 4
41 at Wyndmere Elementary
My students 100% 94 93

89
are at least two grade 90% 83

79 80 81
79 78 78
levels above where 80%
Assessment (NDSA).
they were with the 70%
previous textbook. 60%

50%
David Hanson 40%
Principal, Wyndmere 30%
Elementary School 20%
Wyndmere, ND 10%
0%
2005 2006 2007 2008 2009

■ Wyndmere ES State 7053 6979 6950 6903 6820
Wyndmere Elementary School 17 15 14 14 12
GR ADE 5
fig 42 at Wyndmere Elementary
100% 94 95 93
89 86
90% 82
81 80
78
80%
74
Assessment (NDSA).
70%
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009

■ Wyndmere ES State 7827 7067 7001 6957 6943
Wyndmere Elementary School 18 18 15 14 15

C H I PPE WA E LE M E NTA RY S C H OO L • H O LTS V I LLE , N E W YO R K

fig 46 at Chippewa Elementary
Demographics
100% 96 96 93
Grade Levels: Elementary 93 90
and above on the New York State Testing

85

Number of Students: 564 90% 81
Program (NYSTP).

40%
30%
Percentages:
20%
10%
Asian American: 6%
0%
Caucasian: 84% 2006 2007 2008 2009
Multi-Racial: 1% ■ Chippewa ES State 201580 199462 197256 200184

Chippewa Elementary School 84 96 84 99
BACKG ROU N D
GR ADE 4
A N D A N A LYS I S Longitudinal comparison of fourth grade fig
students
47 at Chippewa Elementary
Since 2006 Saxon Math has School and the state on math achievement
been implemented at Chippewa
Elementary School located in 96
100% 91 93
southeastern New York. After the 89 87
84
90%
first year of implementing the Saxon 78 80
80%
Math program, percentile rankings
Program (NYSTP).
70%
increased steadily. Results show an
60%
increase of 7 percentile points for
50%
third grade students. Third grade
40%
students at this school have also
30%
outranked third grade students in 20%
the state since 2006. Fourth and 10%
fifth grade students outperformed 0%
fourth and fifth grade students at 2006 2007 2008 2009
the state level. ■ State Number of Students Tested 2006 2007 2008 2009
■ Chippewa ES State 202393 198720 198505 197561

GR ADE 5
fig 48 at Chippewa Elementary
100% 94
91 88
85
90% 83 83
76
80%
68
Program (NYSTP).
70%
60%
50%
40%
30%
20%
10%
0%
2006 2007 2008 2009

■ Chippewa ES State 208954 203115 119590 199452

D R . M AR TI N LUTH E R K I N G J R . P S # 9 • RO C H E S TE R , N E W YO R K
SCH O O L DATA BAC KG ROU N D A N D A N A LYS I S :

Demographics Dr. Martin Luther King Jr. School in Rochester, NY has been using
Type of School: Public Saxon for three years, with their first year being a 50/50 pilot. In that
Metropolitan Status: Urban time, they have risen to #4 out of 38 elementary schools.
Yearly comparison of Math Total
fig Passing
x Scores at
Dr. Martin Luther King Jr. School
Lunch Program: 90%
80% 72.5
Percentages:
70%
Math total passing scores (NYS).
58.1
Asian American: 2% 60%
50.4
Caucasian: 12% 50%
30.7
30%
20%
10%
0%
2006 2007 2008 2009
■ Math Total Passing Scores (NYS)

H AW TH O R N E E LE M E NTA RY S C H OO L • RO C H E S TE R , N E W YO R K

fig 49 at Hawthorne Elementary
Demographics
School and the district on math achievement
96

79

79
70%
Program (NYSTP)
Percentage of Students 64 62
60% 56
40%
30%
Percentages:
20%
10%
Asian American: 2%
0%
Caucasian: 12% 2006 2007 2008 2009
Hispanic American: 20% ■ Hawthorne ES Number of Students Tested 2006 2007 2008 2009
Hawthorne Elementary School 50 48 48 49
BACKG ROU N D
A N D A N A LYS I S
Third grade students at Hawthorne GR ADE 5
fig 50 at Hawthorne Elementary
Elementary School, an urban New
School and the district on math achievement
York school, have flourished on the
New York State Testing Program
(NYSTP) for math achievement. 100%
90 83
Since 2006, scores have increased 90% 81 81

32 percentage points. In 2009, 80%
68
70%
Program (NYSTP)
these students outranked third 59

grade students in the district with a 60%
50% 42
96 percentile ranking. Fifth grade
students also excelled in math 40% 31
achievement by outranking fifth 30%
20%
grade students in the district by
15 percentage points in 2009. 10%
0%
2006 2007 2008 2009
■ Hawthorne ES Number of Students Tested 2006 2007 2008 2009

Hawthorne Elementary School 37 42 39 52

LYN WO O D E LE M E NTA RY S C H O O L • FAR M I N GV I LLE , N E W YO R K

students
43 at Lynwood Elementary
Demographics
100% 95 95 95 93
Grade Levels: Elementary 90

85

70%
Progam (NYSTP)
Lunch Program: 11 % 50%

40%
30%
Percentages:
20%
10%
Asian American: 7%
0%
Caucasian: 82% 2006 2007 2008 2009
Multi-Racial: 1% ■ Lynwood ES State 201580 199462 197256 200184

Lynwood Elementary School 77 85 82 100
GR ADE 4
BACKG ROU N D Longitudinal comparison of fourth gradefigstudents
A N D A N A LYS I S School and the state on math achievement
Third grade students showed an
increase of 5 percentile points from 96 95
100% 93
87
school years 2005 to 2009. They 85

90% 84
78 80
also outranked third grade students 80%
in the state during the same period. 70%
Progam (NYSTP)
Fourth and fifth grade students in 60%

the same school outranked fourth 50%
and fifth grade students in the state 40%
by 8 and 11 percentage points, 30%
respectively. 20%
10%
0%
2006 2007 2008 2009

■ Lynwood ES State 202393 198720 198505 197561

GR ADE 5
Longitudinal comparison of fifth grade fig
students
99
100% 96
88
88
90% 81 83
76
80%
68
70%
Progam (NYSTP)
60%
50%
40%
30%
20%
10%
0%
2006 2007 2008 2009

■ Lynwood ES State 208954 203115 119590 199452

SAC H E M S C H OO L D I S TR I C T • H O LB RO O K , N E W YO R K
SCH O O L DATA GR ADE S 3 – 8

Comparison of Sachem School fig
District
x students meeting
Demographics
and exceeding standards
100%
Percent of students achieving a “3” (meets)

98% 97.2
BACKG ROU N D 96% 94.6
A N D A N A LYS I S : or a “4” (exceeds) standards. 94%
Sachem School District has seen 92%
steady increases in mathematics 90%
proficiency, rising from 85.9% in 88%
85.9
2007 to over 97% in 2009. 86%
84%
82%
80%
2007 2008 2009
■ Grades 3–8

WAPA KO N E TA C IT Y S C H O O L D I S TR I C T • WAPAKO
WA PA KO N E TA , O H I O
SCH O O L DATA BAC KG ROU N D

Demographics A N D A N A LYS I S :
Type of School: Public Wapakoneta City School District
Metropolitan Status: Suburban proficiency levels are consistently higher
Grade Levels: Elementary, in mathematics than the Ohio state
Middle and High averages.
Number of Students: 3,000
Lunch Program: 42%
GR ADE S 5 –11
Longitudinal comparison of Wapakoneta
fig x City School District students
Percentages: and the state on math achievement.
Asian American: 1%
100%
Caucasian: 98% 89.2 91.7 90.9 88.4
90% 85.4
81.4
Percent of students at and above the
76.6 75.2 77.7

proficient level for mathematics
80% 74.3 70.6

70% 62.3
60%
50%
40%
30%
20%
10%
0%
5th 6th 7th 8th 10th 11th
■ Wapakoneta City School District

■ State

FO R T C H E R RY E LE M E NTA RY S C H OO L • M C D O N ALD , P E N N SYLVAN IA
SCH O O L DATA
Demographics
The greatest benefit of Saxon Math
is that there is a gradual, yet significant development
of concepts and processes as students move through
the Saxon lessons and through the grade levels.
Through repetition, students begin to develop
confidence in their computational ability as well as
their ability to apply mathematics meaningfully.
Lunch Program: 24% Ann Garry
Multicultural Student Sixth Grade Teacher, Fort Cherry Elementary School
Percentages: McDonald, PA
Asian American: 1%
Caucasian: 96%
BACKG ROU N D
A N D A N A LYS I S
Fourth and fifth 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 fifth grade
students in the state by 7 percentile
points in 2009.

GR ADE 4
fig 51 students at Fort Cherry
advanced on the Pennsylvania System of School
100% 92
90% 82 84 82 82
77 78 80
80%
Assessment (PSSA)
70%
60%
50%
40%
30%
20%
10%
0%
2006 2007 2008 2009

■ Fort Cherry ES State 127959 126154 126415 127601
Fort Cherry Elementary School 94 82 84 77
GR ADE 5
fig 52 students at Fort Cherry
advanced on the Pennsylvania System of School
100%
90%
78 78
80% 75 71 75 73 71
69 70 67
Assessment (PSSA)
70%
60%
50%
40%
30%
20%
10%
0%
2005 2006 2007 2008 2009

■ Fort Cherry ES State 134322 131702 129781 127324 127544
Fort Cherry Elementary School 86 88 93 83 78

J .W. W I S E M A N E LE M E NTA RY S C H OO L • P O R TL AN D , TE N N E S S E E

Demographics Due to the curriculum change in Tennessee on the Tennessee Comprehensive
Type of School: Public Assessment Program (TCAP), the 2009 achievement scores are considered
Metropolitan Status: Rural the new baseline for reporting. The 2009 change has prohibited comparisons
Grade Levels: Elementary to previous years’ data for achievement reporting, including state, district, and
Number of Students: 525 school-level scores and grades. Fourth grade students outranked students in
Number of Teachers: 24 the state by 8 percentage points on math achievement. Fifth grade students
Percentage of Students at the same school also outranked their counterparts in the state by 6
Qualifying for Free/Reduced percentage points, boasting a 99 percentile ranking in 2009.
Lunch Program: 58%
Percentages: GR ADE 4
Comparison of fourth grade students fig
at 53
J.W. Wiseman Elementary
School and the state and district on math
Asian American: 1%
Caucasian: 92%
advanced on the Tennessee Comprehensive
100%
Native American: 1% 98%
Assessment Program (TCAP)
96
96%
94%
92
92%
90%
88
88%
86%
84%
82%
2009
■ State ■ J.W. Wiseman ES ■ District
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 Wix
Principal, J.W. Wiseman Elementary
Portland, TN

GR ADE 5
Comparison of fifth grade students fig
at 54
J.W. Wiseman Elementary
School and the state and district on math
99
100%
advanced on the Tennessee Comprehensive
98%
Assessment Program (TCAP)
97
96%
94% 93
92%
90%
88%
2009
■ State ■ J.W. Wiseman ES ■ District

N O R TH FR AN K LI N S C H O O L D I S TR I C T • C O R N E LL , WA S H I N GTO N
SCH O O L DATA
GR ADE S fig
3 ,x5 , 6
Demographics
Comparison of WASL math scores at North Franklin School District
60%
Grade Levels: Elementary 54 55.2
51.5
Number of Students: 800 49.2
50%
WASL Math Scores
40% 35.7
Percentages: 31.6
Asian American: 2%
Caucasian: 36% 20%
10%
0%
BACKG ROU N D 3rd Grade 5th Grade 6th Grade
A N D A N A LYS I S :
■ Before Saxon
North Franklin School District saw
■ After Saxon
improved WASL Math scores after
using Saxon Math for one year.

Our teachers, parents, and
students all really like the program.
Mary Margaret Nipper

Curriculum/Federal Programs Director,
North Franklin School District
Cornell, WA

O R EG O N TR A I L E LE M E NTA RY S C H OO L • C A S P E R , W YO M I N G

fig 55 students at Oregon Trail
Demographics
100% 92 95 95 95
advanced on the Proficiency Assessments for


88
Number of Students: 310 90% 83 81 81
79 80
75
Wyoming Students (PAWS)

68

40%
30%
Percentages:
20%
10%
Caucasian: 90%
0%
Hispanic American: 6% 2006 2007 2008 2009
Native American: 1% ■ State Number of Students Tested 2006 2007 2008 2009
■ Oregon Trail ES State 6099 6369 6429 6649
■ District Oregon Trail Elementary School 49 49 39 39

District 839 829 879 879
BACKG ROU N D
A N D A N A LYS I S
The following case study showcases
GR ADE 4
Oregon Trail Elementary, a suburban Longitudinal comparison of fourth grade
Wyoming school where its third Elementary School and the state and district on math achievement
grade students have remained
consistent on math achievement
100% 95 94 94
on the Proficiency Assessments 87

90% 84 82
for Wyoming Students (PAWS). 77
75 75 74
80% 74
For the last three years test scores 70
70%
have been at the 95 percentile
60%
ranking. Fourth grade students at
50%
the same school have also been
40%
consistent with their test scores and
30%
in 2009 outranked the state and
20%
the district fourth graders by 19 and
10%
20 percentile points respectively. 0%
Fifth grade students also shined by 2006 2007 2008 2009
outranking the district fifth grade ■ State Number of Students Tested 2006 2007 2008 2009
students by 10 percentile points. Oregon Trail Elementary School 59 49 49 49
■ District
District 859 859 839 899

Students prove they
understand math concepts and
applications by their test scores.
Randall Harris
Principal, Oregon Trail Elementary
School
Casper, WY
GR ADE 5
100%
92
90% 85 84
77 78
74
80% 72 71 72
66 68
70% 62
60%
50%
40%
30%
20%
10%
0%
2006 2007 2008 2009
■ District Oregon Trail Elementary School 59 49 49 59

District 889 839 859 859

Additional
A Testimonals
D D ITIO N AL TE S TI M O N I A L S
CASSIA COUNTY
Our math scores have increased steadily since
our adoption of Saxon in 2005. The growth in our Hispanic
SCHOOL DISTRICT
and LEP population proficiency scores has outpaced our
Burley, ID
general population, making gains of almost 10% in the 3-year
Demographics period we have been using the same state test vendor. Before
Type of School: Public using Saxon our test scores were significantly below state
Metropolitan Status: Rural averages in almost every area. Currently, we are near state
Grade Levels: Elementary averages in every sub-population with scores for our LEP and
Number of Students: 5,213 economically disadvantaged students being above the state
Number of Teachers: 325 averages.
Qualifying for Free/Reduced Dana Bradley
Lunch Program: 67% Curriculum Director, Cassia County SD
Burley, ID
Percentages:
Asian-American: 1%
Caucasian: 70%
EMERSON SCHOOL DISTRICT

Emerson, NJ
Demographics
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
Grade Levels: Elementary, Middle
scores and are continuing to see more students performing in
and High
the advanced and proficient ranges than ever before. Our
Number of Students: 1,295
teachers were able to easily implement Saxon, and have
directly commented about their success in student retention of Multicultural Student
basic math facts and the way in which the program constantly Percentages:
reviews previously learned material. African-American: 2%
Asian-American: 9%
Dr. Philip Nisonoff
Caucasian: 80%
Assistant Superintendent, Emerson School District
Emerson, NJ

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, NEWTON CONOVER
and when asked if I would pilot I agreed. During my first year of SCHOOLS
using the program I noticed right away how comfortable my Newton, NC
students felt with the math concepts. They never seemed to Demographics
have a shocked or confused look when I asked them a Type of School: Public
question. The amount of exposures the students had to all the Metropolitan Status: Urban
concepts allowed them ample time to master all skills and feel Grade Levels: Elementary
confident when participating in class discussion. The spiral Percentage of Students
approach to Saxon Math has made a lasting impact on the Qualifying for Free/Reduced
students’ mathematical thinking and foundation. As a primary Lunch Program: 53%
teacher I have never had a class excel in their problem solving Multicultural Student
and understanding of math as I have using Saxon Math. Percentages:
During the second year of the pilot my students were exposed African-American: 9%
to the Saxon Math program in first grade and came with a Asian-American: 7%
background on the approach taken by Saxon. Again, I have Caucasian: 53%
never experienced a class so confident and ready to take on Hispanic American: 23%
math challenges as I have with that group. I can only connect Native American: 1%
that confidence 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 identified 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 Lemke
Instructional Coach, Newton Conover Schools
Newton, NC

Additional
A Testimonals
D D ITIO N AL TE S TI M O N I A L S
I have taught out of the Saxon series since 1992

and am a full-fledged 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 flexible thinkers, not
concentrate on just one topic or concept. Our students gain NEW MEXICO
an advantage because of this. MILITARY SCHOOL
Major Paul Burrow Roswell, NM
Math Teacher, New Mexico Military School Demographics
Roswell, NM Type of School: Private
Grade Levels: High School
I have used Saxon Math texts for approximately 15 Number of Students: 319
years. I love the way the mathematical concepts are taught: Number of Teachers: 7
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 Cavin

Math Teacher, New Mexico Military School
Roswell, NM

I began using Saxon in 1994 and have loved using
ANDALUCIA PRIMARY it. One year I transferred to another district that didn’t have it. I
Phoenix, Arizona felt like a duck out of water. I was frustrated with the amount of
Demographics planning that I had to do when Saxon has already done it so
Type of School: Public very well. I became a great math teacher after using Saxon’s
Metropolitan Status: Urban dynamic program. My very first year was a pilot year. We were
Grade Levels: Elementary using the Stanford 9 at the time. My scores blew everyone else
Number of Students: 1000 out of the water that particular year. What was the most
Number of Teachers: 42 impressive was the fact that what used to be a weak area on
Percentage of Students the SAT9, problem solving, became stronger than the
Qualifying for Free/Reduced computation subtest! In the district where I currently teach,
Lunch Program: 93.89% one of the strengths Saxon gives our kids is the continuous
Multicultural Student review and spiraling of objectives being taught. I think it’s so
Percentages: beneficial that this is automatically built into our Math Meeting,
African American: 7.58% Guided Practice, and Independent Practice. I cannot imagine
Asian-American: 3.72% teaching math without this valuable tool.
Caucasian: 8.14% Laura Watson
Hispanic American: 77.78% Lead Teacher, Andalucia Primary
Native American: 2.78% Phoenix, AZ

References
R E FE R E N C E S
Anderson, J. (1983). The Architecture of Hintzman, D. L. (1974). Increasing Your

Cognition. Cambridge, MA: Harvard Teaching Effectiveness. In R.L. Solso
University Press. (Ed.), Theories in Cognitive Psychology:
The Loyola Symposium (pp. 77–99).
Ausubel, D. P. (1969). Readings in School Potomac, MD: Erlbaum.
Learning. New York: Holt, Rinehart,
and Winston. MacDonald, C. J. (1984). A Comparison
of Three Methods of Utilizing
Brophy, J., & Everston, C. (1976). Learning Homework in a Precalculus College
from Teaching: A Developmental Algebra Course. Dissertation Abstracts
Perspective. Boston: Allyn and Bacon. International, 45, 164A.
Cepeda, N. J., Mozer, M. C., Coburn, N., Mayfield, K. H., & Chase, P. N. (2002).
Rohrer, D., Wixted, J. T., & Pashler, H. The Effects of Cumulative Practice on
(2009). Optimizing Distributed Practice: Mathematics Problem Solving. Journal of
Theoretical Analysis and Practical Applied Behavior Analysis, 35, 105–123.
Implications. Experimental Psychology,
56, 236-246. Ornstein, A. C. (1990). Practice and Drill:
Implications for Instruction. National
Dempster, F. (1991, April). Synthesis of Association of Secondary School
Research on Reviews and Tests. Principals, 74, 112–117.
Educational Leadership, 48, 71–76.
Rohrer, D. (2009). The Effects of Spacing
Gagne, R. M. (1962). The Acquisition of and Mixing Practice Problems. Journal
Knowledge. Psychological Review, for Research in Mathematics Education,
69, 355–365. 40, 4-17.
Gagne, R. M. (1965). The Conditions of Rohrer, D., & Taylor, K. (2007). The
Learning. Austin, TX: Holt, Rinehart, Shuffling of Mathematics Problems
and Winston. Improves Learning. Springer Science +
Business Media, Inc.
Gagne, R. M., & Briggs, L.J. (1974).
Principles of Instructional Design. Fort Rosenshine, B., & Stevens, R. (1986).
Worth, TX. HBJ College Publisher. Teaching Functions. In M. C. Wittrock
(Ed.), Handbook of Research on Teaching:
Glenberg, A. M. (1979). Component- Vol. 3. (pp. 376–391). New York:
Levels Theory of the Effects of Spacing of Macmillan.
Repetitions on Recall and Recognition.
Memory and Cognition, 7, 95–112. Usnick, V. F. (1991). It’s Not Drill and
Practice, It’s Drill or Practice. School
Good, T. L., & Grouws, D.A. (1979). The Science and Mathematics, 91, 3 –3 7.
Missouri Mathematics Effectiveness
Project. Journal of Educational “What Works Clearinghouse: Saxon
Psychology, 71, 355–362. Middle School Math.” Institute of
Education Sciences (IES) Home Page,
Hardesty, B. (1986). Notes and Asides. a Part of the U.S. Department of
National Review, 37, 21–22. Education. 7 Apr. 2010. Web. 27 July
2010. http://ies.ed.gov/ncee/wwc.

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 DiChiara

Superintendent, Phenix City Schools
Phenix City, AL
© Houghton Mifflin Harcourt Publishing Company.

All rights reserved. Printed in the U.S.A. 07/10 6056 Z-1450343
222 Berkeley Street www.saxonmath.com Saxon® is a registered trademark of HMH Supplemental Publishers Inc.
Boston, MA 02116 800.289.4490 Saxon Math™ is a trademark of HMH Supplemental Publishers Inc.

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2009–2010

Saxon Math Report Card:

Saxon Math Works

Saxon Works Across the Nation

Saxon Math Report Card 2009–2010 1

2 Saxon Math—The Difference That Gets Results

The lessons are easy to follow and everything

Saxon Math Report Card 2009–2010 3

The information contained in Arab Elementary School, Arab, AL. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Schools’ demographic Berryhill Elementary School, Milton, FL . . . . . . . . . . . . . . . . . . . . . . . 18

Grandville Cummings Elementary School, Grandville, MI . . . . . . . . 32

Fort Cherry Elementary School, McDonald, PA . . . . . . . . . . . . . . . . 52

Saxon Math Report Card 2009–2010 5

A well-articulated curriculum challenges Theoretical Framework for Saxon Math

Incremental Instruction Distributed

In Saxon Math, each increment builds on the foundation

6 Saxon Math—The Difference That Gets Results

Continual Practice Distributed

Saxon Math Report Card 2009–2010 7

SCH O O L DATA GR ADE 3

standards on on the Alabama Reading and Math Test

The Alabama Reading and Math

8 Saxon Math—The Difference That Gets Results

■ State Number of Students Tested 2005 2006 2007 2008 2009

■ State Number of Students Tested 2005 2006 2007 2008 2009

Saxon Math Report Card 2009–2010 9

SCH O O L DATA GR ADE 3

standards on on the Alabama Reading and Math Test

Lunch Program: 27%

Lakewood Elementary, which 100%

the ARMT for math achievement not

■ District Lakewood Elementary School 107 98 88 109 122

10 Saxon Math—The Difference That Gets Results

Anytime a program provides teachers

Dr. Larry DiChiara

Saxon Math Report Card 2009–2010 11

Percentage of students who are proficient.

Qualifying for Free/Reduced 10%

12 Saxon Math—The Difference That Gets Results

SCH O O L DATA BACKG ROU N D A N D A N A LYS I S

■ State Number of Students Tested 2005 2006 2007 2008 2009

14 Saxon Math—The Difference That Gets Results

■ State Number of Students Tested 2005 2006 2007 2008 2009

■ State Number of Students Tested 2005 2006 2007 2008 2009

Saxon Math Report Card 2009–2010 15

SCH O O L DATA GR ADE 3

Percent of students achieving proficient and above on

Qualifying for Free/Reduced 60%

Fowler Elementary School is located

(CSAP) for grades 3 through 5 have 100% 91

■ State Number of Students Tested 2005 2006 2007 2008 2009

16 Saxon Math—The Difference That Gets Results

■ State Number of Students Tested 2005 2006 2007 2008 2009

Saxon Math Report Card 2009–2010 17

SCH O O L DATA BACKG ROU N D A N D A N A LYS I S

■ State Number of Students Tested 2005 2006 2007 2008 2009

■ District Berryhill Elementary School 156 145 161 131 158

18 Saxon Math—The Difference That Gets Results

■ State Number of Students Tested 2005 2006 2007 2008 2009

■ District Berryhill Elementary School 148 149 154 149 123

■ State Number of Students Tested 2005 2006 2007 2008 2009

■ District Berryhill Elementary School 148 143 155 140 138

Saxon Math Report Card 2009–2010 19

SCH O O L DATA BAC KG ROU N D