Saxon Math Report Card 2010 HR

2009–2010 Saxon Math Report Card: School Results and Testimonials

Saxon Math Works Across the Nation

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!

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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

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.



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


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


GRADE 4Longitudinal comparison of fourth grade students at Arab City Elementary


Per

cent

of s

tude

nts

achi

evin

g m

eets

and

ex

ceed

s st

anda

rds

on o

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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


Per

cent

of s

tude

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achi

evin

g m

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and

exc

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st

anda

rds

on o

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and

Mat

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AR

MT)


fig 2

0%

20%

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73

8678

92

78

94

79

98

79

93

2005 2006 2007 2008 2009

2005 2006 2007 2008 20090%

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80%

100%

fig 3

9476

97

77

98

77

99

80

96

72


State 56918 56256 55558 56342 57197



State 56062 55271 56035 47196 57958



9

It works!

John MullinsSuperintendent, Arab City SchoolsArab, AL


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%

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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

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achi

evin

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and

exc

eeds

st

anda

rds

on o

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laba

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Rea

ding

and

Mat

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(AR

MT)

■ State ■ Lakewood ES ■ District


State 54923 55840 56839 57690 58602

Lakewood Elementary School 97 81 106 120 124

District 415 401 460 514 508

0%

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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


Per

cent

of s

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achi

evin

g m

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and

exc

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st

anda

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Rea

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and

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(AR

MT)


State 56062 55271 56035 57196 57958

Lakewood Elementary School 107 98 88 109 122

District 467 421 420 483 493


LAKEWOOD ELEMENTARY SCHOOL • PHENIX CITY, ALABAMA


fig 6

0%

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2007 2009

7782

6877

91

81 80

93

80

2008

GRADE 5Longitudinal comparison of fifth grade students at Lakewood Elementary


Per

cent

of s

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achi

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st

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(AR

MT)

Number of Students Tested 2007 2008 2009

State 55558 56342 57195

Lakewood Elementary School 96 83 113

District 412 421 474


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


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%

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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


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%

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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


Per

cent

of s

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on o

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alifo

rnia

Sta

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ds T

est

(CS

T)

■ State ■ Soulsbyville ES


State 476527 466394 460909 448564 450850

Soulsbyvilley Elementary School 55 69 61 44 48

SOULSBY VILLE ELEMENTARY SCHOOL • SOULSBY VILLE , CALIFORNIA


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2005 2006 2007 2008 2009

50

66

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65 6670

fig 8

GRADE 5Longitudinal comparison of fifth grade students at Soulsbyville Elementary


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(CS

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4449 48

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4952 51

56 57

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fig 9

2005 2006 2007 2008 2009


State 48912 482052 472133 452503 443429


GRADE 4Longitudinal comparison of fourth grade students at Soulsbyville Elementary


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State 484081 473052 463678 448589 440880


15




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%

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68

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83

69

79

fig 10

2005 2006 2007 2008 2009

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66

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68

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fig 11

2005 2006 2007 2008 2009

GRADE 3Longitudinal comparison of third grade students at Fowler Elementary


GRADE 4Longitudinal comparison of fourth grade students at Fowler Elementary


Per

cent

of s

tude

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achi

evin

g pr

ofi c

ient

and

abo

ve o

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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 55539 56385 58080 59417 61443

Fowler Elementary School 32 33 26 35 N/A


State 55399 56399 56799 58403 60019


FOWLER ELEMENTARY SCHOOL • FOWLER , COLORADO


0%

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63

76

6561

65

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63

81

fig 12

2005 2006 2007 2008 2009

GRADE 5Longitudinal comparison of fifth grade students at Fowler Elementary


Per

cent

of s

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achi

evin

g pr

ofi c

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and

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e C

olor

ado

Stu

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rogr

am (

CS

AP

)



State 55910 56316 59658 57253 59015


17


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%

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50%

10%

20%

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fig 13

2005 2006 2007 2008 2009

GRADE 3Longitudinal comparison of third grade students at Berryhill Elementary


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)


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


64

8677

67

8576

69

8479

71

9182

75

93

83

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fig 14

2005 2006 2007 2008 2009

57

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6659

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62

8174

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fig 15

2005 2006 2007 2008 2009

GRADE 4Longitudinal comparison of fourth grade students at Berryhill Elementary


GRADE 5Longitudinal comparison of fifth grade students at Berryhill Elementary


Per

cent

of s

tude

nts

achi

evin

g le

vel 3

and

abov

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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)


State 195866 192610 169932 192792 195844


District 1719 1729 1735 1847 1841


State 181434 197076 192369 195418 192333


District 1791 1784 1768 1788 1882



19


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


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


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)


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


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


GRADE 5Longitudinal comparison of fifth grade students at Tyndall Elementary


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)


State 195866 192610 169932 192792 192333


District 1719 1728 1735 1847 1841


State 181434 197076 192369 195418 192333


District 1971 1835 1836 1879 1835



23


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


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 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


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


GRADE 5Longitudinal comparison of fifth grade students at Kellogg Elementary


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


State 148814 146880 142091 151312 151088

Kellogg Elementary School 43 28 31 31 29

District 29743 28191 26247 25790 25547



25



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


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


State 136090 135959 153376 154226

Moline School District 477 479 558 529


State 139553 136543 150628 150460


MOLINE SCHOOL DISTRICT • MOLINE , ILLINOIS


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


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 146880 142091 151312 151088


27


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%


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


District 26435 25149 24793 24589 24223

Portage Park Elementary School 81 80 98 95 84

PORTAGE PARK ELEMENTARY SCHOOL • CHICAGO, ILLINOIS




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


GRADE 5Longitudinal comparison of fifth grade students at Portage Park


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)


District 25816 23827 24508 24968

Portage Park Elementary School 84 88 114 96


District 29743 28191 26247 25790 25547

Portage Park Elementary School 101 102 196 93 109

29



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


State 120152 117641 116192 115725

Grandville Central Elementary School

25 35 42 27

GRANDVILLE CENTRAL ELEMENTARY SCHOOL • GRANDVILLE , MICHIGAN


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


GRADE 5Longitudinal comparison of fifth grade students at Grandville Central


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 146880 142091 151312 15088


28 31 31 29


State 123713 118508 117060 116078


28 23 24 34

31




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


GRADE 4Longitudinal comparison of fourth grade students at Grandville Cummings


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


ES


State 120152 117641 116192 115725

Grandville Cummings Elementary School

75 66 66 77


State 120799 117722 116946 115011


89 79 65 67

GRANDVILLE CUMMINGS ELEMENTARY SCHOOL • GRANDVILLE , MICHIGAN


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


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

).


ES


State 12371 118508 117060 116078


72 77 83 82

33



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


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


State 120152 117641 116192 115725

Kingsley Elementary School 97 106 120 119

KINGSLEY ELEMENTARY SCHOOL • KINGSLEY, MICHIGAN


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


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


State 120799 117722 116946 115011

Kingsley Elementary School 104 113 103 126

35

KINGSLEY ELEMENTARY SCHOOL • KINGSLEY, MICHIGAN




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


GRADE 4Longitudinal comparison of fourth grade students at Sherwood Elementary


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 65417 67364 67041 68063

Sherwood Elementary School 85 75 86 86


State 65930 66056 67703 67449


SHERWOOD ELEMENTARY SCHOOL • ARNOLD, MISSOURI


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


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 66795 66154 66370 66974


37

SHERWOOD ELEMENTARY SCHOOL • ARNOLD, MISSOURI



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


WAYNESBORO ELEMENTARY SCHOOL • WAYNESBORO, MISSISSIPPI


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


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 6978 6878 6922 6775 6553

Wyndmere Elementary School 16 16 13 13 15

W YNDMERE ELEMENTARY SCHOOL • W YNDMERE , NORTH DAKOTA


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


GRADE 5Longitudinal comparison of fifth grade students at Wyndmere Elementary


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 7053 6979 6950 6903 6820



State 7827 7067 7001 6957 6943


41

W YNDMERE ELEMENTARY SCHOOL • W YNDMERE , NORTH DAKOTA




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


GRADE 4Longitudinal comparison of fourth grade students at Chippewa Elementary


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 201580 199462 197256 200184

Chippewa Elementary School 84 96 84 99


State 202393 198720 198505 197561


CHIPPEWA ELEMENTARY SCHOOL • HOLTSVILLE , NEW YORK


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


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 208954 203115 119590 199452


43

CHIPPEWA ELEMENTARY SCHOOL • HOLTSVILLE , NEW YORK


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


DR . MARTIN LUTHER KING JR . PS # 9 • ROCHESTER , NEW YORK


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%


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


District 2492 2436 2386 2488

Hawthorne Elementary School 50 48 48 49


District 2593 2217 2262 2244

Hawthorne Elementary School 37 42 39 52

HAWTHORNE ELEMENTARY SCHOOL • ROCHESTER , NEW YORK


HAWTHORNE ELEMENTARY SCHOOL • ROCHESTER , NEW YORK


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


GRADE 4Longitudinal comparison of fourth grade students at Lynwood Elementary


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 201580 199462 197256 200184

Lynwood Elementary School 77 85 82 100


State 202393 198720 198505 197561


LYNWOOD ELEMENTARY SCHOOL • FARMINGVILLE , NEW YORK


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


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 208954 203115 119590 199452


49

LYNWOOD ELEMENTARY SCHOOL • FARMINGVILLE , NEW YORK


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.


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


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%


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


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


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


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


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


State 134322 131702 129781 127324 127544

Fort Cherry Elementary School 86 88 93 83 78

53

FORT CHERRY ELEMENTARY SCHOOL • MCDONALD, PENNSYLVANIA



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


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


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


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



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


GRADE 4Longitudinal comparison of fourth grade students at Oregon Trail


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)


State 6099 6369 6429 6649

Oregon Trail Elementary School 49 49 39 39

District 839 829 879 879


State 6179 6249 6469 6619


District 859 859 839 899

■ State ■ Oregon Trail ES ■ District


OREGON TRAIL ELEMENTARY SCHOOL • CASPER , W YOMING


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


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)


State 5979 6299 6339 6689


District 889 839 859 859


59

Students prove they understand math concepts and applications by their test scores.

Randall HarrisPrincipal, Oregon Trail ElementarySchoolCasper, WY


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


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


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


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


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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.

222 Berkeley Street www.saxonmath.comBoston, MA 02116 800.289.4490

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 Report Card 2010 HR

Documents

Transcript of Saxon Math Report Card 2010 HR