Public Montessori Preschool’s Impact on Achievement Gaps in Kindergarten

• In Event: Examining the Impact of Montessori Instructional Experiences

Abstract

As early as age three, an “achievement gap” consistently emerges in racially and ethnically minoritized children, who score lower on academic and nonacademic outcomes compared to White children. Preschool enrollment has been one effective intervention, but systemic inequities persist. Montessori education has shown promise as a culturally responsive model and is growing in the public sector. While Montessori generally produces better academic and nonacademic outcomes across grade levels, how well Montessori closes gaps between White and minoritized students is understudied. Drawing upon data from a nationwide randomized controlled trail of U.S. public Montessori, this study examines the impact of enrollment in a Montessori preschool on early academic, executive function, and social outcomes in kindergarten, disaggregated by racial and ethnic group.

Authors

• Emily Daggett, University of Virginia

• Angeline S. Lillard, University of Virginia

• David Loeb, University of Pennsylvania

• Xin Tong, University of Virginia