&lt;em&gt;A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools&lt;/em&gt;

Brown, Katie; Lewis, Chance W.

doi:10.7709/jnegroeducation.86.4.0439

Cited by 19 publications

(12 citation statements)

References 10 publications

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“…These findings are consistent with past research indicating that lower income, Black, and Hispanic students perform particularly well in the Montessori model (Ansari & Winsler, 2014, 2020Brown & Lewis, 2017;Lillard et al, 2017). Comparing Montessori schools to their districts in terms of the difference in proficiency levels across 3 rd and 8 th grades, Montessori schools overall had greater differences in percentage proficient on both math and ELA tests in 8 th grade controlling for 3 rd grade.…”

Section: Discussionsupporting

confidence: 88%

“…The finding that Montessori schools had higher ELA scores in every comparison in this study aligns with prior research showing that Montessori students do well in ELA. Although results in some other studies could also reflect selection (Brown & Lewis, 2017;Culclasure et al, 2018;Mallett & Schroeder, 2015), this is not the case for studies that used random lotteries, and thus selection was controlled for (Courtier et al, 2021;Lillard & Else-Quest, 2006;Lillard et al, 2017); in one of these, low-income Montessori students improved more in reading across preschool than controls even though their Montessori teachers had no formal Montessori training (Courtier et al, 2021). The method with which reading is taught in Montessori is well-supported by other research, which could explain these findings.…”

Section: Ela Test Resultsmentioning

confidence: 99%

“…Over half of children in public Montessori schools are students of color (Debs, 2016c), and some studies suggest that such children might in fact do particularly well in Montessori settings. In addition to the Culclasure et al (2018) study mentioned above, Brown and Lewis (2017) compared eight years (2006-2014 of third-grade reading and math scores from African American students at three Montessori magnet and conventional magnet schools matched for demographics. Montessori students outperformed their district peers in reading.…”

Section: Student Body Composition Differences In Montessori and Non-montessori Schoolsmentioning

confidence: 99%

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Standardized Test Proficiency in Public Montessori Schools

Snyder

Tong

Lillard

2021

Journal of School Choice

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Although Montessori is the most common unconventional education model, no multi-state study has compared standardized test proficiency of Montessori schools with districts. Here we report on this for the 10 states/regions with the most public Montessori schools (n = 195). In 3rd grade, Montessori schools were less proficient in math but more proficient in ELA. In 8 th grade they were also more proficient on ELA and showed a trend to greater proficiency in math. Black, Hispanic, and economically disadvantaged students at Montessori schools were more proficient on ELA tests, and performed better or similarly on math tests, at both grade levels. Achievement gaps were generally smaller. Difference in percent proficient in 8 th grade controlling for 3 rd grade was consistently greater at Montessori schools than in districts. Potential reasons for the different performance of Montessori schools are discussed.

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Section: Discussionsupporting

confidence: 88%

Section: Ela Test Resultsmentioning

confidence: 99%

Section: Student Body Composition Differences In Montessori and Non-montessori Schoolsmentioning

confidence: 99%

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Standardized Test Proficiency in Public Montessori Schools

Snyder

Tong

Lillard

2021

Journal of School Choice

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“…Montessori also fares better than other schools in terms of racial equality. Over half of children in public Montessori schools in the USA today are students of color, and such students have better academic outcomes and a reduced racial disproportionality of disciplinary events in Montessori schools (Brown and Lewis 2017;Brown and Steele 2015;Debs 2016;Debs and Brown 2017).…”

Section: Empirical Evidence On Montessori Outcomesmentioning

confidence: 99%

Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

Lillard

2019

Educ Psychol Rev

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School reform is an important national and international concern. The Montessori alternative school system is unique in that it is well-aligned with the science of healthy development and learning, has strong social-emotional and academic outcomes, is virtually unchanged in over a century, can be applied across all the school years, and still attracts considerable attention and allegiance-yet it remains Bon the margins^(Whitescarver and Cossentino Teachers College Record, 110, 2571-2600, 2008) of the bulwark educational system, as often shunned as admired. Why does Montessori persist (and increasingly in the public sector) and why does it elicit such sharply contrasting reactions? This article reviews several reasons why it is admired, such as evidence of Montessori's effectiveness, its alignment with educational psychology research, and its broad scope. The points of research alignment are presented as natural corollaries of Montessori's central premise: independence, or self-determination. After discussing these extrinsic and intrinsic reasons why Montessori is admired, the article concludes with speculation as to why it is also shunned-namely its incommensurability with conventional education culture and what might be a consequence: frequent poor implementation. The incommensurability of evidence-based alternatives with the conventional system is also posed as a reason for radical school reform. Keywords Education. Alternative schooling. Human development. Self-determination My vision of the future is no longer of people taking exams and proceeding from [one level of school to the next], but of individuals passing from one stage of independence to a higher [one], by means of their own activity [and…] will, which constitutes the inner evolution of the individual. (Montessori 1948a, p. xv)

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“…One is that the sample was largely female and White, which is often the case for internet survey samples ( Smith, 2008 ; Peytchev, 2011 ; Boulianne, 2013 ). Other studies that have tested for gender differences in Montessori outcomes typically have not found them ( Lillard and Else-Quest, 2006 ; Culclasure et al, 2018 ), and children of color particularly thrive in Montessori schools ( Ansari and Winsler, 2014 , 2020 ; Brown and Steele, 2015 ; Brown and Lewis, 2017 ; Culclasure et al, 2018 ; Lillard et al, in press ; Snyder et al, 2021 ). Ansari and Winsler (2014 , 2020) found that only Hispanic children thrived, but many other studies show Black children thrive in Montessori as well.…”

Section: Conclusion and Limitationsmentioning

confidence: 99%

An Association Between Montessori Education in Childhood and Adult Wellbeing

et al. 2021

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Wellbeing, or how people think and feel about their lives, predicts important life outcomes from happiness to health to longevity. Montessori pedagogy has features that enhance wellbeing contemporaneously and predictively, including self-determination, meaningful activities, and social stability. Here, 1905 adults, ages 18–81 (M = 36), filled out a large set of wellbeing scales followed by demographic information including type of school attended each year from 2 to 17. About half the sample had only attended conventional schools and the rest had attended Montessori for between 2 and 16 years (M = 8 years). To reduce the variable set, we first developed a measurement model of wellbeing using the survey data with exploratory then confirmatory factor analyses, arriving at four factors: general wellbeing, engagement, social trust, and self-confidence. A structural equation model that accounted for age, gender, race, childhood SES, and years in private school revealed that attending Montessori for at least two childhood years was associated with significantly higher adult wellbeing on all four factors. A second analysis found that the difference in wellbeing between Montessori and conventional schools existed even among the subsample that had exclusively attended private schools. A third analysis found that the more years one attended Montessori, the higher one’s wellbeing as an adult. Unmeasured selection effects could explain the results, in which case research should determine what third variable associated with Montessori schooling causes adult wellbeing. Several other limitations to the study are also discussed. Although some of these limitations need to be addressed, coupled with other research, including studies in which children were randomly assigned to Montessori schools, this study suggests that attending Montessori as a child might plausibly cause higher adult wellbeing.

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<em>A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools</em>

Cited by 19 publications

References 10 publications

Standardized Test Proficiency in Public Montessori Schools

Standardized Test Proficiency in Public Montessori Schools

Shunned and Admired: Montessori, Self-Determination, and a Case for Radical School Reform

An Association Between Montessori Education in Childhood and Adult Wellbeing

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