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

Abstract

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.

Embracing change: from recalibration to radical overhaul for the field of school attendance

“…Children at low risk for absenteeism were found to have a strong work ethic, to contribute to class discussion, and to complete course work as per the instructions, suggesting that engagement in the form of in-class participation is connected with school attendance. LeBoeuf et al (2023) investigated absenteeism among learners in Montessori schools, an alternative system of education renowned for high student engagement. In their introduction they note that Montessori classrooms aim to maximize learners' interest, concentration, and intrinsic motivation, offering individualized instruction and free-choice about what is worked on and whether work is done individually or with peers, and providing a consistent teacher across several years.…”

“…Kearney et al 's (2022) review article underscores the need to also address broader influences on peer relations, such as the impact that increasing migration has on the need to help different groups of learners integrate in a school's culture. LeBoeuf et al (2023) explored the relationship between school type -Montessori or non-Montessori -and chronic absenteeism, as well as racial disparities in chronic absenteeism across the two school types, while attempting to account for the characteristics of families who self-select into Montessori schools. In this way, the researchers addressed micro-, meso-, and exosystem influences on attendance and absence.…”