Equity and Access in Public Montessori Programs: A Comprehensive Examination of Student Outcomes

• In Event: Results of Programs and Practices to Promote Equitable Access and Learning Outcomes

Abstract

This paper examines the equity implications of public Montessori education by analyzing the participation and performance of Montessori students. Utilizing extensive student-level data, we investigate who participates in public Montessori education and how their student achievement, attendance, and behavior differ when compared to non-Montessori students. We conclude that white and non-low-income students are generally overrepresented in public Montessori programs. Our multivariate analyses of matched samples find that Montessori students exhibit higher achievement growth in ELA, higher attendance rates, and fewer discipline incidents. These advantages are quite widespread across various student subgroups. This analysis is the most extensive evaluation of public Montessori education to date, and it enhances understanding of Montessori’s impact on equitable access to quality education.

Authors

• David J. Fleming, Furman University

• Brooke Culclasure, Furman University