Study shows the positive impact of Montessori education in the country's public schools
Ana María García, our founder, was one of the guest commentators to react to the study.
The Center for Multidisciplinary Studies on Government and Public Affairs (CEMGAP) presented the findings of the research "Comparative Evaluation of Successful Strategies between Montessori Schools and Mainstream Schools" on October 1.
This study was commissioned by the Puerto Rico Senate's Finance Committee to the Public Education Observatory of CEMGAP, which, affiliated with the University of Puerto Rico, seeks to promote studies to foster well-informed public policy decisions.
Among the findings of this comparative study between traditional schools with students in grades 4, 5, and 6, and their equivalent Workshop II in public Montessori schools, students who complete sixth grade in these schools have a greater probability of being promoted than students in the traditional school system.
Another notable finding was that Montessori students showed higher levels of self-efficacy and social capital, while civic awareness was high for both streams.
The researchers believe these results may be directly related to the teaching methodology, since Montessori specifically encourages independence and self-directed learning. Regarding the issue of high social capital, they believe it is related to the standards of coexistence and school culture practiced in public Montessori schools.
All of these items were examined based on how these elements affect students' academic performance.
Dr. César Rey, who served as Secretary of Education from 2001 to 2004, was invited as a commentator to react to the study's findings.
The study indicates that differences were observed between Montessori and traditional schools in their methodology, with a more autonomous and innovative approach in the former and a hierarchical structure in the latter. It also highlights the emphasis in Montessori schools on peaceful coexistence, community participation, and comprehensive assessment.
Some of the practices that recognized theschool staffhow effective they were:
Workshops for families
Volunteer families
Recurring meetings where families and community members are part of the decision-making process
Family meetings
Daily assemblies with students
Peace table
Another important finding of this study is that “Rural schools offer a more family environment and better academic and social indicators, while urban schools, located
In contexts of greater poverty and violence, they face greater challenges in school coexistence," the research states.
Among the study's recommendations are:
Increase psychosocial support resources, not only for students, but also
for school staff who are currently underserved.
Provide training on the Montessori philosophy to all staff of the Puerto Rico Department of Education to promote a better understanding of this philosophy.
Promote self-directed learning spaces in mainstream schools
to promote the development of self-efficacy.
Support traditional schools to implement some of the strategies that promote social capital and healthy coexistence in schools.
Montessori.
To learn about and see this study in its entirety, you can accesshere.