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Angeline S. Lillard; Jessica Taggart; Daniel Yonas; Mary Nia Batson-Seale – Grantee Submission, 2023
To address inequality, philanthropists support "no excuses" schools in majority-Black low-income communities. While the model has raised achievement, its practices are problematic from a social justice lens. Montessori is a highly contrasting model, and over 25% of public Montessori students are Black. Here we examine whether Montessori…
Descriptors: Montessori Method, Montessori Schools, Culturally Relevant Education, Equal Education
Lee LeBoeuf; Jacob Goldstein-Greenwood; Angeline S. Lillard – Grantee Submission, 2023
In this study, we asked whether Montessori schools, which tend to have high student engagement, are associated with lower average rates of chronic absenteeism and/or smaller racial disparities therein relative to non-Montessori schools. We use multilevel modeling to answer this question, following an approach proposed in Author et al., (in press)…
Descriptors: Montessori Schools, Elementary Schools, Middle Schools, High Schools
Angeline S. Lillard – Grantee Submission, 2021
Montessori education was developed over 100 years ago, and persists as a marginal 'niche reform' of the standard model. Here I discuss two unresolved dichotomies in early childhood education -- the tension between work and play, and between structure and freedom. I explain how Montessori collapses and thereby resolves the dichotomies, and does so…
Descriptors: Early Childhood Education, Montessori Method, Montessori Schools, Student Centered Curriculum
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Lee LeBoeuf; Jacob Goldstein-Greenwood; Angeline S. Lillard – Journal of Research on Educational Effectiveness, 2024
Common methods of measuring discipline disproportionality can produce contradictory results and obscure base-rate information. In this paper, we show how using multilevel modeling to analyze discipline disparities resolves ambiguities inherent in traditional measures of disparities: relative rate ratios and risk differences. One previous study…
Descriptors: Discipline, Disproportionate Representation, Measurement Techniques, Hierarchical Linear Modeling
Angeline S. Lillard; Xin Tong; Paige M. Bray – Grantee Submission, 2023
Montessori pedagogy is a century-old, whole-school system increasingly used in the public sector. In the United States, public Montessori schools are typically Title I schools that mostly serve children of color. The present secondary, exploratory data analysis examined outcomes of 134 children who entered a lottery for admission to public…
Descriptors: Elementary Secondary Education, Educational Legislation, Federal Legislation, Montessori Method
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Angeline S. Lillard; Xin Tong; Paige M. Bray – Journal of Montessori Research, 2023
Montessori pedagogy is a century-old, whole-school system increasingly used in the public sector. In the United States, public Montessori schools are typically Title I schools that mostly serve children of color. The present secondary, exploratory data analysis examined outcomes of 134 children who entered a lottery for admission to public…
Descriptors: Montessori Method, Montessori Schools, Preschool Education, Equal Education
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Allyson L. Snyder; Xin Tong; Angeline S. Lillard – Journal of School Choice, 2022
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 this for the 10 states/regions with the most public Montessori schools (n = 195). In 3rd grade, Montessori schools were less proficient in math but more…
Descriptors: Standardized Tests, Montessori Schools, Public Schools, Grade 3
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Angeline S. Lillard – Educational Psychology Review, 2019
School reform is an important national and international concern. The Montessori alternative school system is unique in that it is well-aligned with the science of healthy development and learning, has strong social-emotional "and" academic outcomes, is virtually unchanged in over a century, can be applied across all the school years,…
Descriptors: Montessori Schools, Montessori Method, Self Determination, Educational Change
Allyson L. Snyder; Xin Tong; Angeline S. Lillard – Grantee Submission, 2021
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 this for the 10 states/regions with the most public Montessori schools (n = 195). In 3rd grade, Montessori schools were less proficient in math but more…
Descriptors: Standardized Tests, Montessori Schools, Public Schools, Grade 3