Compare math test scores of schools with low income and/or limited English speaking populations using Saxon math (which is one of the A.B. 2519 state approved texts and approved under the 2001 Adoption that align with the Math Content Standards) to the math test scores of Mountain View K-8 School District's similar population.

San Miguel in Sunnyvale is a Title One Qualifying School, which means that it meets federal guidelines for low income. It also has a limited English population. Its fourth graders average 75th percentile in the math portion of the S.A.T.-9. At Riviera Elementary School in Lake County, one of the poorest counties in California, where close to half the school's families are on A.F.D.C, students test at the 70th percentile range. Standardized test scores at these schools defy demographics. Call them, and speak to the principals.

If you wonder about Saxon math, call the Head of School at Trinity School on Sandhill Road in Menlo Park where Saxon is used, or call Athenian School in Danville, which mentions Saxon in its glossy brochure. Kings Academy in Sunnyvale uses Saxon. Call the schools, and ask about their experiences.

Many other private and public schools use Saxon Math. Sacramento noticed the success of one of its schools that piloted Saxon and the entire district has adopted the program. Call Didion Elementary School in Sacramento for more information.

Saxon Math is one of the state approved textbook series that align with the California frameworks and for which the state has allocated money so that schools can purchase these textbooks immediately.

A typical fourth grade Saxon math day would include a timed test, mental math problems, a word problem, a lesson about some aspect of mathematics, including eight to ten problems relating directly to the lesson, and a problem set of about twenty-five to thirty problems that include a variety of math concepts, like fractions, geometry, addition, subtraction, multiplication, division, word problems, logic, statistics, etc., For example, if addition of fractions were taught in the beginning of the year, the student would still be practicing addition of fractions throughout the school year. Children are tested for mastery every five lessons.

The Chancellor of U.C. Riverside Believes That Low Income Latino Youth From All Over California Can Defy Statistics And Make It To The University of California AND THEY DO!!!

In 1999, a New York Times Sunday Magazine article described the freshman class at the University of California, Riverside as filled with low income, former limited English speaking students of many nationalities, including many from the Hispanic community. U.C. Riverside has achieved this because its Chancellor, Raymond Orbach, and his team meet regularly with limited English speaking, low income parents and students “to harp on his favorite subject: Students must take algebra in eighth grade if they expected to be U.C.-eligible.” In southern California, very many low income, limited English speaking, Hispanic parents are admonished by him: “Your child...should be able to add, subtract, multiply and divide fractions by the sixth grade.” He was successful, the students were successful and the freshman class at U.C. Riverside reflects the diversity of southern California.

In order for there to be minority achievement in America, schools must set high standards for all students. All students, including minority students, must reach for higher and higher goals. This is the conclusion of the national task force study financed by the College Board into minority achievement.

We want high standards and college entrance for all Mountain View youth, including our Latino and minority population. We want students to be prepared to take Algebra 1 in the eighth grade. We want a classroom math program aligned with the state frameworks, and a program that accelerates children who demonstrate mastery of subject matter.