High School Outcomes for Students in a Public Montessori Program

@article{Dohrmann2007HighSO,
  title={High School Outcomes for Students in a Public Montessori Program},
  author={Kathryn Rindskopf Dohrmann and Tracy K Nishida and Alan Gartner and Dorothy Kerzner Lipsky and Kevin J. Grimm},
  journal={Journal of Research in Childhood Education},
  year={2007},
  volume={22},
  pages={205 - 217}
}
Abstract The study compares two groups of students who graduated from high school in the Milwaukee Public Schools (MPS) during 1997–2001. Students who had participated in MPS Montessori programs from preschool through 5th grade were matched to a comparison group on the basis of gender, SES, race/ethnicity, and high school attended. Data from the ACT and WKCE, as well as overall and subject-specific high school grade point averages, were used in exploratory and confirmatory factor analyses. Once… 

Montessori Public School Pre-K Programs and the School Readiness of Low-Income Black and Latino Children.

TLDR
Examination of school readiness gains of low-income Latino and Black children enrolled in two different types of Title-1 public school pre-K programs found Latino children in Montessori programs began the year at most risk in pre-academic and behavioral skills, yet exhibited the greatest gains across these domains and ended the year scoring above national averages.

Do Children in Montessori Schools Perform Better in the Achievement Test? A Taiwanese Perspective

AbstractThe study examines whether elementary school students in Taiwan who had received Montessori education achieved significantly higher scores on tests of language arts, math, and social studies

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

Abstract:Montessori programs are expanding in public schools, serving a large proportion of African American students. Although recent Montessori research has focused on diverse public school

Does It Work ? Recent Research on Montessori Outcomes

  • Education
  • 2017
This study used data from the Miami School Readiness Project to examine the school readiness gains of 7,045 low-income Latino and 6,700 low-income Black children. Researchers compared students from

Standardized Test Proficiency in Public Montessori Schools

ABSTRACT 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

The long-term benefits of Montessori pre-K for Latinx children from low-income families

Abstract This study used covariate adjusted regression techniques to compare the third-grade outcomes of low-income Latinx children who attended Montessori pre-K programs (n = 161) with those who

Achievement Outcomes : A Comparison of Montessori and Non-Montessori Public Elementary School Students

Within the realm of elementary public schools, several pedagogical models of early childhood education are practiced in the United States (Lillard, 2005). The constructivist approach to early

The effectiveness of alternative education: a comparison between primary Dalton schools and traditional schools on outcomes of schooling

ABSTRACT With approximately 800 schools, alternative education is a substantial part of primary education in the Netherlands. With nearly 400 schools, Dalton education is the largest form of

Math achievement outcomes associated with Montessori education

ABSTRACT The math curriculum of the Montessori system of education for children ages 3–12 is distinctive, incorporating multiple manipulatives and educational practices which have theoretical and

Examining a Public Montessori School’s Response to the Pressures of High-Stakes Accountability

In order to succeed in the current school assessment and accountability era, a public Montessori school is expected to achieve high student scores on standardized assessments. A problem for a public
...

References

SHOWING 1-10 OF 34 REFERENCES

Comparison of Academic Achievement Between Montessori and Traditional Education Programs

Abstract 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

Differential Coursework and Grades in High School: Implications for Performance on the ACT Assessment

This report examines Che relationship between the number and type of college preparatory courses students take, their grades in those courses, and their ACT test scores. Of particular interest is the

Middle School Students’ Motivation and Quality of Experience: A Comparison of Montessori and Traditional School Environments

This study compared the motivation and quality of experience of demographically matched students from Montessori and traditional middle school programs. Approximately 290 students responded to the

Long-term effects of four preschool programs: ninth- and tenth-grade results.

TLDR
Follow-up of achievement test and IQ data on low-income black youths who had participated for 1 year in Bereiter-Engelmann, DARCEE, Montessori, or Traditional prekindergarten was continued through ninth and tenth grades, and the possibility of relationships between techniques used in the different preschool programs and sex differences in children's developmental level was discussed.

School choice, family characteristics, and home-school relations : Contributors to school achievement ?

Urban low-income 5th-graders participated in a school-choice study. Families utilizing choice schools (N = 73) were more likely to be African American, lower-income, and high-risk neighborhood

High School Academic and Noncognitive Variables Related to the ACT Scores of Racial/Ethnic and Gender Groups.

This study examined the extent to which selected high school academic variables and noncognitive characteristics of ACT-tested students explain differential test performance of racial/ethnic and

Relationships between the Noncognitive Characteristics, High School Course Work and Grades, and Test Scores of ACT-Tested Students. ACT Research Report 99-4.

This study examined the relationships between students’ noncognitive characteristics and their performance on the ACT Assessment. Of particular interest were the contributions of these noncognitive

Long-Term Effects of Four Preschool Programs: Sixth, Seventh, and Eighth Grades.

MILLER, LOUISE B., and BIZZELL, RONDEALL P. Long-Term Effects of Four Preschool Programs: Sixth, Seventh, and Eighth Grades. CHILD DEVELOPMENT, 1983, 54, 727-741. 60%-65% of the children who were in

Parent-school involvement and school performance: Mediated pathways among socioeconomically comparable African American and Euro-American families.

Children's academic and social competencies were examined as mediators to explain the often positive relation between parent-school involvement and achievement. Ethnic variations in the relation

Are Head Start effects sustained? A longitudinal follow-up comparison of disadvantaged children attending Head Start, no preschool, and other preschool programs.

TLDR
Findings suggest an effect of preschool rather than of Head Start per se, especially for low-ability children, which may reflect differences in quality of subsequent schooling or home environment.