Language: English

Abstract/Notes: BACKGROUND: Montessori education is the oldest and most widely implemented alternative education in the world, yet its effectiveness has not been clearly established. OBJECTIVES: The 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 METHODS: We 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 CRITERIA: We 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 ANALYSIS: To 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 RESULTS: Initial 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' CONCLUSIONS: Montessori education has a meaningful and positive impact on child outcomes, both academic and nonacademic, relative to outcomes seen when using traditional educational methods.

Language: English

DOI: 10.1002/cl2.1330

ISSN: 1891-1803

Abstract/Notes: The purpose of this study was to compare the academic achievement of 543 urban 4th- (n=291) and 8th- (n=252) grade students who attended Montessori or traditional education programs. The majority of the sample consisted of minority students (approximately 53 percent), and was considered low income (approximately 67 percent). Students who attended a public Montessori school were compared with students who attended structured magnet, open magnet, and traditional non-magnet public schools on standardized measures of math and language arts. Results of the study failed to support the hypothesis that enrollment in a Montessori school was associated with higher academic achievement. Implications and suggestions for future research are provided.

Language: English

DOI: 10.1080/02568540509594546

ISSN: 0256-8543, 2150-2641

Language: English

Published: Stephenville, Texas, 2011

Abstract/Notes: This experiment was based on the assumption that the academic failure of the disadvantaged or middle class child is due to a failure of instruction and that if above-normal learning schedules were maintained, the second year of an enrichment program would not show the customary drop in gains from the first year. The subjects of this study were 43 disadvantaged Negro and white 4-year-olds of high, middle, and low intelligence. Fifteen of the children were placed in an experimental group (I) and 28 in a control group (II). A 2-year program involving a group (III) of middle class 4-year-olds was also conducted, with a control group (IV) consisting of middle class 4-year-olds in a Montessori preschool. Groups I and III received a 2-year experimental program in which rapid attainment of basic academic concepts was emphasized. Group II received a 2-year traditional preschool education. Group I achieved significantly greater Stanford-Binet IQ gains than Group II and maintained them over the 2-year program. Group III children also benefited measureably from the program and demonstrated greater achievement in many areas than Group IV.

Language: English

Published: Washington, D.C., 1966

Abstract/Notes: While students are receiving a high-quality education within the classroom, some students face difficulty performing adequately on assessments. These students typically receive intervention support to assist in increasing their skill deficits. However, many schools are unaware of the different approaches they can implement within a Multi-Tiered System of Supports framework. While utilizing a standard protocol has been the preferred method, many schools are currently implementing the problem-solving approach because it targets one skill the student is struggling with. Little research has been conducted comparing or combining the two approaches leading schools to be clueless about which one will provide more positive results. A synthesis of articles implementing one or both approaches was conducted to determine which approach would work best in a Montessori school. Results showed an individualized approach might assist students more based on higher effect sizes. However, some researchers who compared the two approaches indicate both approaches are comparable in yielding positive results. To implement interventions effectively, educators must use an evidence-based intervention that’s explicit and structured, screen and monitor progress to make informed decisions, and implement the intervention with fidelity.

Language: English

Published: St. Paul, Minnesota, 2023

Abstract/Notes: Four experiments were designed to identify socioeconomic differences in preschool locus of control, develop a measurement technique for differentiating between internal and external locus of control in preschoolers, and study the effect of four kinds of preschool programs on locus of control. During the first experiment, the Stephens-Delys Reinforcement Contingency Interview (SDRCI) was developed to assess internal locus of control development in preschoolers. When used with 24 4-year-olds in a Head Start program, the measure was found to have rater and retest reliability; the race of the interviewer did not significantly affect scores. The second experiment indicated that the performance of 32 preschool boys on a mirror-tracing task was positively related to internal locus of control as measured by the SDRCI. In the third study, investigators tested 55 Head Start preschoolers and 50 middle-class nursery school children with the SDRCI. Lower internal control scores were found for the Head Start children than for the middle-class nursery school group; no differences were found between black and white Head Start groups. A final study of 114 children found a nonsignificant tendency for Montessori preschool experience (and to a lesser extent, parent cooperative nursery school experience) to increase internal control, as measured by the SDRCI, more than Head Start or a more structured compensatory preschool program. (Author/BRT)

Language: English

Published: West Lafayette, Indiana, Aug 1973

Abstract/Notes: A study at an established private Montessori school in a diverse suburb revealed strong achievement gains by students on the Stanford Achievement Test, which was administered to 36 students every year from second through eighth grade. Concludes that Montessori elementary education can take high achieving students and produce even higher academic results. (MDM)

Language: English

ISSN: 1522-9734

Abstract/Notes: Relationships between academic achievement and type of curriculum delivery system, Montessori or traditional, in a diverse group of learners from a public school district were examined in this study. In a repeated measures, within subjects design, students from an elementary Montessori program were paired with agemates from a traditional group on the basis of similar Stanford Achievement Test Scores in reading or math during the baseline year. Two subsequent administrations of the Stanford were observed for each subject to elucidate possible differences which might emerge based on program affiliation over the three year duration of the study. Mathematics scores for both groups were not observed to be significantly different, although following the initial observation, the Montessori group continued to produce higher mean scores than did the traditional students. Marginal significance between the groups suggests that the data analysis should continue in an effort to elucidate a possible trend toward significance at the .05 level. Reading scores for the groups demonstrated marginally significant differences by one analytical method, and significant differences when analyzed with a second method. In the second and third years of the study, Montessori students produced means which consistently outperformed the traditional group. Recommendations included tracking subsequent administrations of the Stanford Achievement Test for all pairs of subjects in order to evaluate emerging trends in both subject areas.

Language: English

Published: Miami, Florida, 1999

Language: English