A quasi-experimental research study was conducted that investigated the academic impact of utilizing Marzano's summarizing and note taking strategies on mathematic achievement. A sample of seventh graders from a middle school located on Long Island's North Shore was tested to determine whether significant differences existed in mathematic test scores between students who were trained using Marzano's strategies and students who were not. Strategies were developed using Marzano's (2001) guidelines. Unit test scores from the curriculum series used by the district assessed student performance achievement. Recent, NYS mathematics assessment and TerraNova scores were also used as covariates. Sample participants consisted of four mathematics classes. Two classes consisting of 40 students each were assigned to the experimental and control groups. A 2 x 2 ANOVA with repeated measures was conducted between groups (experimental and control) and test times (pre- and post-tests). The ANOVA results indicated a statistically significant pre- to posttest effect within the groups for Unit test I (F (1, 74) = 7.928, p < 0.05) and for Unit test II (F (1, 74) = 0.715, P < 0.05), indicating that both groups made significant gains from pretest to posttest. However, no significant differences were found between notetakers' and non-notetakers' scores by Method, although mean scores were slightly higher for non-notetakers than notetakers. An ANOVA was also employed to identify similarities or differences between Former Limited English Proficient (FLEP) verses native English speaking students' performance scores (Non-FLEP). Results revealed there were no significant differences in scores by FLEP Status. A correlation analysis was computed to investigate the relationships between posttest scores and NYS Mathematics and TerraNova scores. The results revealed small to moderate significant positive correlation coefficients between posttests and the TerraNova and NYS Mathematic scores. No significant interactions were observed between pre- and posttest scores on Method, TerraNova, and FLEP Status. The results of the study do not support any advantage of the Marzano note-taking technique over a more traditional method for the present sample. However, with the increase in utilization of essay-type assessments following Common Core Curriculum implementation, such approaches may increase in value in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]