TWO TEXTBOOKS – FOUR YEARS
Most students who encounter difficulties in a Saxon Algebra 1 or Saxon Algebra 2 textbook do so because of one or both of two reasons. Either they are not properly prepared for the subject material from their previous math courses of instruction, or they are still weak in many aspects of these basics and unable to simultaneously handle both the algebra and the geometry contained in these textbooks – or both!
Using the Saxon algebra one and algebra two textbooks as four separate math courses, or the concept of “lesser inclusive credit” is an idea recommended by the author in 1992, subsequently approved by the Oklahoma State Board of Education in 1992, and still used by some school districts in the states of Oklahoma, Arkansas, Missouri, New Mexico, and Colorado.
It is often difficult to determine which students will encounter difficulty in algebra one or algebra two regardless of their previous level of instruction or academic grade in that subject material. Negative circumstances beyond the control of educators often come into play in the middle of a school year or grading period that affect a students’ performance in the course after they have apparently done well.
In my previous school district, we had two types of math students, one group “I will refer to the “fast trackers” took Saxon Pre-algebra in the seventh grade, Saxon Algebra 1 in the eighth grade, and Saxon Algebra 2 in their freshman year at the high school. The other group contained students who were enrolled in Saxon Algebra 1 their freshman year at the high school.
The concept of awarding “lesser inclusive credit” would hold true for either student if they encountered difficulty in either algebra one or algebra two their first time in that course at the high school level. Basically, all students are either enrolled in algebra one or algebra two their freshman year at the high school. When the high school algebra one student encounters difficulty in that course by having their test grades fall below an overall “C” average by the end of the first or even the second nine week period, their transcript should be changed to reflect pre-algebra, or introduction to algebra 1. They remain in the algebra one course and still attempt the material presented in the remainder of the algebra one text, but they are graded on a “lesser included grading scheme.” (e.g. instead of 90, 80, 70, use 70. 60, 50, etc.). They repeat the same textbook course the next year. This time over ninety percent will be successful and their transcript then reflects a second HS level math course of algebra 1, advanced algebra 1, or algebra 1 (w/intro to geometry).
These students will now take any state mandated algebra test and will do well. An algebra 2 student who encounters the same difficulty, has introduction to algebra 2 entered on their transcript. They remain in the algebra two courses, and still attempt the material presented in the remainder of the algebra two texts, but they are also graded on a “lesser included grading scheme.” (e.g. instead of 90, 80, 70, use 70, 60, 50, etc.). The following year they repeat the same course using the same textbook the second year and then algebra 2, or algebra 2 (w/geometry) is then entered on their transcript for the second course. Again, ninety percent or more do exceptionally well given the second opportunity.
Using this technique, my former high school not only raised math ACT scores from 13.4 to 22.2 (above the National Average) in a three-year period, but also doubled the number of HS students taking the ACT test. We increased the number of seniors in math classes above algebra two to more than ninety percent!
What makes the concept feasible is that the Saxon Algebra 1 and Saxon Algebra 2 textbooks are really tough, no-nonsense, cumulative textbooks. Adding to the positive side – the Saxon Algebra 2 textbook easily meets the requirements to be designated as an Honors Course. And using this system, we have shown that any student, who truly masters the content of these two textbooks, in four years of high school, can successfully pass any college level algebra course at any university from MIT to Stanford! If they attend their classes on a regular basis!
The student is not given anything. The student who sits and does nothing in any of the classes receives his just reward as in any academic situation. In the nine years we had this program, I have never met a student or parent who, when the program was properly explained to them, did not look favorably upon the program as a second (or even a third) chance to honorably master both John Saxon’s Algebra 1 and Algebra 2 textbooks.
Additionally, John Saxon’s Algebra 2, 2nd or 3rd edition textbooks both qualify an Honors Courses because of the Geometry and Trigonometry included in the entirety of the textbook. While John Saxon’s Algebra 1, 3rd Ed. textbook also contains some geometry, the geometry content is more at an introductory level and does not therefore warrant including the Algebra 1, 3rd Ed. textbook in the Honors Program.
Not all students respond to a specific situation alike. If you still have any questions about using this program, email me at art.reed@usingsaxon.com. Please also include your telephone number so that I can ask some questions – if necessary – that will enable me to make a more accurate recommendation for your child’s success.
Have a Merry Christmas and a Blessed New Year!