A Logic Model for Informing Montessori Research

Culclasure, Brooke; Cote, Sally Morris

doi:10.5040/9781350275638.ch-19

Cited by 8 publications

(24 citation statements)

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“…Based on these findings, one might expect Montessori students to be more motivated to attend school and thus be less likely to be chronically absent, given that higher student engagement is associated with lower chronic absenteeism (Gottfried and Gee, 2017). Montessori schools are also associated with lower average suspension rates (LeBoeuf et al, in press;Culclasure et al, 2018). Suspensions are typically recorded as unexcused absences, so for students who are suspended multiple days in a given school year, days missed for suspension might push them over the threshold into being considered chronically absent (Davis et al, 2019).…”

Section: Attendance In Montessori Schoolsmentioning

confidence: 99%

“…We know of only one study on attendance in Montessori schools (Culclasure et al, 2018). This study compared attendance rates of all public Montessori students in South Carolina to a sample of demographically matched non-Montessori students.…”

Section: Attendance In Montessori Schoolsmentioning

confidence: 99%

“…In this paper, we asked whether a specific alternative system of education, Montessori, is associated with (a) lower average overall rates of chronic absenteeism and/or (b) reduced racial disparities in chronic absenteeism. To date, only one other study has investigated attendance in Montessori schools specifically, and it reported that Montessori students tend to have higher attendance rates than their non-Montessori counterparts (Culclasure et al, 2018). This article is the first to compare chronic absenteeism rates between school types and to consider racial disparities therein.…”

Section: Introductionmentioning

confidence: 95%

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Rates of chronic absenteeism in Montessori and non-Montessori Title 1 schools

2023

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In this study, we asked whether Montessori schools, which tend to have high student engagement, are associated with lower average rates of chronic absenteeism and/or smaller racial disparities therein relative to non-Montessori schools. Using data from the Civil Rights Data Collection, we identified a sample of Title 1 Montessori and non-Montessori schools with propensity score matching, and we used multilevel modeling to compare racial disparities in chronic absenteeism rates across school types. There was no significant difference in the average overall rates of chronic absenteeism across school types; nor were there sizable or significant differences in average racial disparities in the rates of chronic absenteeism between Black and White or Hispanic and White students, though Montessori schools had slightly lower average rates for White students. We discuss how shortcomings in the way chronic absenteeism data are collected limit intervention work by preventing researchers from answering questions about why students are chronically absent.

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Section: Attendance In Montessori Schoolsmentioning

confidence: 99%

Section: Attendance In Montessori Schoolsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

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Rates of chronic absenteeism in Montessori and non-Montessori Title 1 schools

2023

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“…We suspect the treatment fidelity may have been compromised in large sample size studies, which tend to have more weight in a meta-analysis than studies with small sample sizes and which tended to contribute more effect sizes than smaller studies. Therefore, we upgraded the quality of evidence for outcomes that included the large-sample studies (Culclasure, 2018and/ or Ansari, 2014) because we believed it was a plausible confounding factor that may have underestimated the treatment effect. We assumed that greater treatment fidelity should result in greater effect sizes in favor of Montessori education over traditional education.…”

Section: Quality Of the Evidencementioning

confidence: 99%

“…In one case the description of Montessori suggested good implementation, but photos included in the article incorrectly called some commercial toys "Montessori materials" (Faryadi, 2017), which put the study in a lower category. In another case, implementation was discussed and a rubric was developed to measure it, and the measure indicated a nontrivial level of deviance from the highest level of implementation among the schools studied (Culclasure, 2018). In another case, the UK Montessori Schools Association had accredited the Montessori schools, but they deviated by including pretend play; this may not be a major deviation but did suggest not fully implementing Montessori (Kirkham, 2017).…”

Section: Montessori Interventionsmentioning

confidence: 99%

Montessori education's impact on academic and nonacademic outcomes: A systematic review

Randolph

Bryson

Menon

et al. 2023

Campbell Systematic Reviews

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BackgroundMontessori education is the oldest and most widely implemented alternative education in the world, yet its effectiveness has not been clearly established.ObjectivesThe primary objective of this review was to examine the effectiveness of Montessori education in improving academic and nonacademic outcomes compared to traditional education. The secondary objectives were to determine the degree to which grade level, Montessori setting (public Montessori vs. private Montessori), random assignment, treatment duration, and length of follow‐up measurements moderate the magnitude of Montessori effects.Search MethodsWe searched for relevant studies in 19 academic databases, in a variety of sources known to publish gray literature, in Montessori‐related journals, and in the references of studies retrieved through these searches. Our search included studies published during or before February 2020. The initial search was performed in March 2014 with a follow‐up search in February 2020.Selection CriteriaWe included articles that compared Montessori education to traditional education, contributed at least one effect size to an academic or nonacademic outcome, provided sufficient data to compute an effect size and its variance, and showed sufficient evidence of baseline equivalency–through random assignment or statistical adjustment–of Montessori and traditional education groups.Data Collection and AnalysisTo synthesize the data, we used a cluster‐robust variance estimation procedure, which takes into account statistical dependencies in the data. Otherwise, we used standard methodological procedures as specified in the Campbell Collaboration reporting and conduct standards.Main ResultsInitial searches yielded 2012 articles, of which 173 were considered in detail to determine whether they met inclusion/exclusion criteria. Of these, 141 were excluded and 32 were included. These 32 studies yielded 204 effect sizes (113 academic and 91 nonacademic) across 132,249 data points. In the 32 studies that met minimum standards for inclusion, including evidence of baseline equivalence, there was evidence that Montessori education outperformed traditional education on a wide variety of academic and nonacademic outcomes. For academic outcomes, Hedges' g effect sizes, where positive values favor Montessori, ranged from 0.26 for general academic ability (with high quality evidence) to 0.06 for social studies. The quality of evidence for language (g = 0.17) and mathematics (g = 0.22) was also high. The effect size for a composite of all academic outcomes was 0.24. Science was the only academic outcome that was deemed to have low quality of evidence according to the GRADE approach. Effect sizes for nonacademic outcomes ranged from 0.41 for students' inner experience of school to 0.23 for social skills. Both of these outcomes were deemed as having low quality of evidence. Executive function (g = 0.36) and creativity (g = 0.26) had moderate quality of evidence. The effect size for a composite of all nonacademic outcomes was 0.33. Moderator analyses of the composite academic and nonacademic outcomes showed that Montessori education resulted in larger effect sizes for randomized studies compared to nonrandomized studies, for preschool and elementary settings compared to middle school or high school settings, and for private Montessori compared to public Montessori. Moderator analyses for treatment duration and duration from intervention to follow‐up data collection were inconclusive. There was some evidence for a lack of small sample‐size studies in favor of traditional education, which could be an indicator of publication bias. However, a sensitivity analysis indicated that the findings in favor of Montessori education were nonetheless robust.Authors' ConclusionsMontessori education has a meaningful and positive impact on child outcomes, both academic and nonacademic, relative to outcomes seen when using traditional educational methods.

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“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni

Snyder

LeBoeuf

Lillard

2022

Psychology in the Schools

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School liking shows clear associations with academic success, yet we know little about how it changes over levels of schooling, what predicts liking school at each level, or how attending alternative schools like Montessori might impact liking. To better understand school liking across time and education settings, we surveyed adults about how much they remember liking elementary, middle, and high school, and identified key school features that predicted higher school

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A Logic Model for Informing Montessori Research

Cited by 8 publications

References 0 publications

Rates of chronic absenteeism in Montessori and non-Montessori Title 1 schools

Rates of chronic absenteeism in Montessori and non-Montessori Title 1 schools

Montessori education's impact on academic and nonacademic outcomes: A systematic review

“My Name Is Sally Brown, and I Hate School!”: A retrospective study of school liking among conventional and Montessori school alumni

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