Saxon Math

Commercial Program
Number Sense, Counting & Cardinality, Operations, Decimals, Fractions, Place Value, Measurement & Data, Algebra, Geometry, Problem Solving, Statistics
Tier II,III
Pre-K—12th
Description

Saxon Math is a curriculum for students in grades K–12. In this program, students practice concepts on a daily basis.  New concepts are developed, reviewed, and practiced cumulatively rather than in discrete chapters or units. 

Features

At each grade level, Saxon Math consists of at least 120 daily lessons and 12 investigation activities. Each lesson has three components:

Component One: The teacher introduces one or more new math ideas daily, using examples and mathematical conversations, with a focus on integrating new ideas and concepts with ones previously introduced.

Component Two: The teacher guides students on practice problems relating to the new concepts.

Component Three: Students individually engage in written practice that aims to help them master new skills and maintain mastery of concepts previously taught.

Students complete written, cumulative assessments after every five lessons. The results of these assessments provide teachers with data for instructional decision making and provide feedback for students and parents. Students also have opportunities to demonstrate mastery of math content through in-depth investigations and performance tasks that require students to apply their mathematical knowledge and skills to real-world problems.

Research

Agodini, R., & Harris, B. (2010). An experimental evaluation of four elementary school math curricula. Journal of Research on Educational Effectiveness, 3(3), 199–253.

Agodini, R., Harris, B., Atkins-Burnett, S., Heaviside, S., Novak, T., & Murphy, R. (2009). Achievement effects of four early elementary school math curricula: Findings from rst graders in 39 schools (NCEE 2009- 4052). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://eric.ed.gov/?&id=ED504418

Agodini, R., Harris, B., Seftor, N., Remillard, J., & Thomas, M. (2013). Technical appendix: After two years, three elementary math curricula outperform a fourth (NCEE 2013-4019). Washington, DC: National Cen- ter for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://eric.ed.gov/?&id=ED544187

Agodini, R., Harris, B., Thomas, M., Murphy, R., & Gallagher, L. (2010). Achievement effects of four early elementary school math curricula: Findings for rst and second graders (NCEE 2011-4001). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://eric.ed.gov/?&id=ED512551

Clements, D. H., Agodini, R., & Harris, B. (2013). Instructional practices and student math achievement: Cor- relations from a study of math curricula (NCEE 2013-4020). Washington, DC: National Center for Educa- tion Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://eric.ed.gov/?&id=ED544189

Clements, D. H., Agodini, R., & Harris, B. (2013). Technical appendix: Data and methodological approach (NCEE 2013-4020). Washington, DC: National Center for Education Evaluation and Regional Assis- tance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://eric. ed.gov/?&id=ED544192

Remillard, J. T., Harris, B., & Agodini, R. (2014). The in uence of curriculum material design on opportunities for student learning. ZDM: The International Journal on Mathematics Education, 46(5), 735–749.

Crawford, J., & Raia, F. (1986). Analyses of eighth grade math texts and achievement. Oklahoma City, OK: Okla- homa City Public Schools Planning, Research, and Evaluation Department.

Good, K., Bickel, R., & Howley, C. (2006). Saxon Elementary Math Program effectiveness study. Charlestown, WV: Edvantia, Inc.

Resendez, M., Fahmy, A., & Manley, M. A. (2005). The relationship between using Saxon Middle School Math and student performance on Texas statewide assessments [Sample 1]. Jackson, WY: PRES Associates, Inc. Resendez, M., Fahmy, A., & Manley, M. A. (2005). The relationship between using Saxon Middle School Math and student performance on Texas statewide assessments [Sample 3]. Jackson, WY: PRES Associates, Inc.

Research Summary

What Works Clearinghouse


Information on this entry was adapted from US Department of Education. (2017). Saxon Math. WWC Intervention Report. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_saxonmath_051617.pdf

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