Research

Seven studies reviewed by the WWC investigated the effects of Saxon Elementary School Math. One study (Resendez & Manley, 2005) was a quasi-experimental design that met WWC evidence standards with reservations. The remaining six studies did not meet WWC evidence screens.

Resendez & Manley (2005) conducted a retrospective study that included 170 intervention schools in Georgia and 172 comparison schools that were matched to the intervention schools on student demographics, geographical location, and baseline math performance on Georgia’s Criterion-Referenced Competency Test (CRCT). The intervention schools used the Saxon Elementary School Math program recommended for each grade level in grades 1–8 between 2000 (or prior) and 2005. The comparison schools used a variety of non-Saxon curricula. The majority of comparison schools used traditional basal math curricula. One third of the schools used a mix of basal, investigative, and other approaches, and a small percentage used an investigative approach to teaching math. This intervention report presents findings for grades 1–5 on Georgia’s Criterion-Referenced Competency Test (CRCT).

Extent of evidence

The WWC categorizes the extent of evidence in each domain as small or medium to large (see the What Works Clearinghouse Extent of Evidence Categorization Scheme). The extent of evidence takes into account the number of studies and the total sample size across the studies that met WWC evidence standards with or without reservations. ³

The WWC considers the extent of evidence for Saxon Elementary School Math to be small for math achievement.