Montessori Education for Improving Academic and Behavioral Outcomes: A Meta-Analysis

• In Event: AERA Poster Session 13
  In Poster Session: Montessori Education SIG Structured Poster Session: Advances in Research, Practice, and Equity (San Diego)

Abstract

Montessori outcome studies have inconsistent results. We conducted a Campbell Collaborative review comparing Montessori with traditional education. An initial search yielded 2,012 articles of which 32 met inclusion criteria by showing evidence of baseline equivalence, and contributing at least one finding with sufficient data to compute an effect size and variance. Using a robust-variance estimate procedure, Hedge's g effect sizes for academic outcomes ranged from 0.26 for general academic ability to 0.05 for social studies, and for nonacademic outcomes ranged from 0.41 for students' inner experience of school to 0.23 for social skills. Positive values favor Montessori. For most outcomes, moderate to high quality evidence indicated that Montessori yields better academic and nonacademic results than traditional education.

Authors

• Justus J. Randolph, Mercer University

• Anaya Bryson, Mercer University

• Angeline S Lillard, University of Virginia