Research and Resources

Research and ResouRces

Research shows the impact of Montessori on outcomes such as school readiness, academic achievement, executive function skills, and more.

What the research shows

Dozens of studies show how Montessori supports a wide range of developmental outcomes.

Executive Functions

Montessori supports executive function skills, including self-regulation, working memory, planning, and inhibitory control. Executive functions predict positive life-long outcomes such as academic achievement, income potential, and marital satisfaction.

Academic Achievement

Montessori supports self-regulation and intrinsic motivation, which correlate with academic achievement. In language arts, children in Montessori classrooms have shown strengths in decoding, letter-word identification, reading assessments, sentence structure, and writing creativity. In mathematics, children have shown higher scores in applied problem solving, understanding of math concepts, and standardized test scores.

School Readiness

While the Montessori approach recognizes that learning begins at birth, well before conventional schooling starts, children in Montessori preschool and kindergarten classrooms have shown strengths in traditional “school readiness” measures.

Social Development

Montessori supports social problem solving ability, a sense of community and social justice, positive perceptions of classmates, and construcive social problem-solving.

School Readiness

While the Montessori approach recognizes that learning begins at birth, well before conventional schooling starts, children in Montessori preschool and kindergarten classrooms have shown strengths in traditional “school readiness” measures.

Resources

Webinar Recordings

An Introduction to the Developmental Environmental Ratings Scale (DERS)

Introduction to the Montessori Curriculum to Standards Alignment

Federal Supports for
Public Montessori Schools

Essential Elements
Webinar

Resources

Making the Case for Public Montessori

White Papers

NCMPS produces a series of White Papers to provide support for Montessori implementation and program development for use with administrators, policy makers, legislators, and wherever else they can be helpful.

These papers are free to download and use with attribution to the National Center for Montessori in the Public Sector.

Cheyenne Eete Kippenberger

Cheyenne Eete KippenbergerCheyenne is a Seminole and Chilean woman, advocate for Indigenous people and a former Miss Indian World. She has utilized her platform as an ambassador to advocate for environmental protections of the Florida Everglades, overturn adverse stereotypes and stigmatizations of mental health in tribal communities, encourage healing through identity and self love, and combat the negative, stereotypical narrative of Native and Indigenous people through education. Cheyenne also provides motivational speaking presentations, empowerment workshops, pageantry coaching, cultural and historical consulting, hosts and emcees, and presents on topics such as culture as prevention, identity, human trafficking, domestic violence, and much more. She strives for authenticity and to live a healthy life physically, mentally and spiritually through her culture and teachings.

Desmond Blackburn

Desmond BlackburnFacing History and Ourselves is a non-profit organization founded in 1976 to “use lessons of history to challenge teachers and their students to stand up to bigotry and hate.” Today, Facing History and Ourselves is a global organization with a network of hundreds of thousands of educators reaching millions of students worldwide, providing extensive curriculum, professional development, and resources. CEO Desmond Blackburn began his public education career as a high school math teacher in Florida and rose through the state’s school system, including serving as principal at a public Montessori school, to become Superintendent of Brevard Public Schools. Blackburn has served as CEO of the New Teacher Center, a national nonprofit that works to disrupt the predictability of educational inequities for systemically underserved students. He was previously Deputy Chancellor of School Leadership for the New York City Department of Education, the largest school system in the nation, before joining Facing History and Ourselves this year.