References

Meets WWC evidence standards

Resendez, M., & Azin, M. (2006). Saxon Math randomized control trial: Final report. Jackson, WY: PRES Associates, Inc.

Meets WWC evidence standards with reservations

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

Peters, K. G. (1992). Skill performance comparability of two algebra programs on an eighth-grade population. Dissertation Abstracts International, 54(01), 77A. (UMI No. 9314428)

Resendez, M., Fahmy, A., & Manley, M. A. (2005). Cohort A. The relationship between using Saxon Middle School Math and student performance on Texas statewide assessments. Available online from Harcourt Achieve: http://saxonpublishers.hmhco.com/HA/correlations/pdf/s/
SXMath_Middle_TX_research_web.pdf. (Cohort A).

Resendez, M., Fahmy, A., & Manley, M. A. (2005). Cohort F. The relationship between using Saxon Middle School Math and student performance on Texas statewide assessments. Available online from Harcourt Achieve: http://saxonpublishers.hmhco.com/HA/correlations/pdf/s/
SXMath_Middle_TX_research_web.pdf. (Cohort F).

Studies that fall outside the Middle School Math review protocol or do not meet WWC evidence standards

Andrus, H. A. (2005). Metacognitive instruction in the realm of sixth grade Saxon Math. Unpublished doctoral dissertation, Mount Mary College, Milwaukee, WI. The study is ineligible for review because it does not use a comparison group.

Baldree, C. L. P. (2003). The effectiveness of two mathematical instructional programs on the mathematics growth of eighth grade students. Unpublished doctoral dissertation, University of Georgia, Athens. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.

Clay, D. W. (1998). A study to determine the effects of a non-traditional approach to Algebra instruction on student achievement. Unpublished master’s thesis, Salem-Teikyo University, Salem, WV. (ERIC Document Reproduction Service No. ED428963). The study does not meet WWC evidence standards because the measures of effectiveness cannot be attributed solely to the intervention—there was only one unit assigned to one or both conditions.

Fitzpatrick, S. B. (2001). An exploratory study of the implementation of an educational technology in two eighth grade mathematics classes. Dissertation Abstracts International, 62(06), 2082A. (UMI No. 3016656) The study is ineligible for review because it does not examine the effectiveness of an intervention.

Imrisek, J. P. (1989). Incremental development: A more effective means of mathematics instruction? Unpublished master’s thesis, Bloomsburg University, Bloomsburg, PA. The study does not meet WWC evidence standards because the measures of effectiveness cannot be attributed solely to the intervention—there was only one unit assigned to one or both conditions.

Lafferty, J. F. (1996). The links among mathematics text, students’ achievement, and students’ mathematics anxiety: A comparison of the incremental development and traditional texts. Dissertation Abstracts International, 56(08), 3014A. (UMI No. 9537085) The study does not meet WWC evidence standards because the measures of effectiveness cannot be attributed solely to the intervention—there was only one unit assigned to one or both conditions.

McNeil, N., Grandau, L., Knuth, E., Alibali, M., Stephens, A., Hattikudur, S., et al. (2006). Middle-school students’ understanding of the equals sign: The books they read can’t help. Cognition and Instruction, 24(3), 367. The study is ineligible for review because it does not include an outcome within a domain specified in the protocol.

Rentschler, R. V. (1994). The effects of Saxon’s incremental review on computational skills and problem-solving achievement of sixth-grade students. Dissertation Abstracts International, 56(02), 484A. (UMI No. 9518017) The study does not meet evidence standards because the measures of effectiveness cannot be attributed solely to the intervention—there was only one unit assigned to one or both conditions.

Resendez, M., & Azin, M. (2007). The relationship between using Saxon Elementary and Middle-School Math and student performance on California statewide assessments. Jackson, WY: Saxon. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.

Additional source:
Resendez, M., & Azin, M. (2007). Saxon Math and California English learner’s math performance: Research brief. Jackson, WY: Saxon.

Resendez, M., & Azin, M. (2008). The relationship between using Saxon Math at the elementary and middle school levels and student performance on the North Carolina statewide assessment. Jackson, WY: PRES Associates, Inc. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.

Resendez, M., & Manley, M. A. (2005). The relationship between using Saxon Elementary and Middle School Math and student performance on Georgia statewide assessments. Orlando, FL: Harcourt Achieve. The study does not meet WWC evidence standards because the intervention and comparison groups are not shown to be equivalent at baseline.

Roberts, F. H. (1994). The impact of the Saxon Mathematics program on group achievement test scores. Dissertation Abstracts International, 55(06), 1498A. (UMI No. 9430198) The study does not meet evidence standards because the measures of effectiveness cannot be attributed solely to the intervention—there was only one unit assigned to one or both conditions.

Saxon, J. (1982). Incremental development: A breakthrough in mathematics. Phi Delta Kappan, 63(4), 482–484. The study does not meet evidence standards because the measures of effectiveness cannot be attributed solely to the intervention—there was only one unit assigned to one or both conditions.

Williams, D. D. (1986). The incremental method of teaching Algebra I. Kansas City: University of Missouri. The study is ineligible for review because it does not use a sample within the age or grade range specified in the protocol.