Montessori Preschool Elevates and Equalizes Child Outcomes: A Longitudinal Study

Монтессори-дошкольное образование повышает и выравнивает показатели развития детей: лонгитюдное исследование
Angeline S. Lillard, Megan J. Heise, Eve M. Richey, Xin Tong, Alyssa Hart, Paige M. Bray
2017-10-30

Academic achievementExecutive functionLongitudinal studyMontessori preschoolRandomized lottery-based admission
Quality preschool programs that develop the whole child through age-appropriate socioemotional and cognitive skill-building hold promise for significantly improving child outcomes. However, preschool programs tend to either be teacher-led and didactic, or else to lack academic content. One preschool model that involves both child-directed, freely chosen activity and academic content is Montessori. Here we report a longitudinal study that took advantage of randomized lottery-based admission to two public Montessori magnet schools in a high-poverty American city. The final sample included 141 children, 70 in Montessori and 71 in other schools, most of whom were tested 4 times over 3 years, from the first semester to the end of preschool (ages 3-6), on a variety of cognitive and socio-emotional measures. Montessori preschool elevated children's outcomes in several ways. Although not different at the first test point, over time the Montessori children fared better on measures of academic achievement, social understanding, and mastery orientation, and they also reported relatively more liking of scholastic tasks. They also scored higher on executive function when they were 4. In addition to elevating overall performance on these measures, Montessori preschool also equalized outcomes among subgroups that typically have unequal outcomes. First, the difference in academic achievement between lower income Montessori and higher income conventionally schooled children was smaller at each time point, and was not (statistically speaking) significantly different at the end of the study. Second, defying the typical finding that executive function predicts academic achievement, in Montessori classrooms children with lower executive function scored as well on academic achievement as those with higher executive function. This suggests that Montessori preschool has potential to elevate and equalize important outcomes, and a larger study of public Montessori preschools is warranted.
1
A longitudinal lottery-based study of 141 children found that Montessori preschool improved several cognitive and socioemotional outcomes over three years.
2
Compared with other schools, Montessori children showed stronger academic achievement, social understanding, mastery orientation, and enjoyment of scholastic tasks by the end of preschool.
3
In Montessori classrooms, children with lower executive function achieved academically as well as children with higher executive function, contrary to typical associations.
4
Montessori children scored higher in executive function at age four, despite no initial differences between groups.
5
Montessori reduced socioeconomic disparities: lower-income Montessori children’s academic achievement approached that of higher-income conventionally schooled children.
6
The findings support further large-scale evaluation of public Montessori preschool programs.

Children aged 3–6 enrolled in public Montessori preschool and comparison schools in a high-poverty American city

Longitudinal effects of Montessori preschool on academic achievement, social understanding, mastery orientation, liking of scholastic tasks, executive function, and equality of outcomes across income and executive-function subgroups

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2017-10-30
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Angeline S. Lillard
Megan J. Heise
Eve M. Richey
Xin Tong
Alyssa Hart
Paige M. Bray
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