Standardized Test Proficiency in Public Montessori Schools
Standardized Test Proficiency in Public Montessori Schools
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DOI：
10.1080/15582159.2021.1958058
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发表时间：
2021-08
影响因子：
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通讯作者：
Allyson L. Snyder;Xin Tong;Angeline S. Lillard
中科院分区：
文献类型：
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作者：
Allyson L. Snyder;Xin Tong;Angeline S. Lillard
虽然蒙台梭利是最常见的非传统教育模式，但没有多个州的研究比较蒙台梭利学校和地区的标准化考试水平。在这里，我们报告这10个州/地区与最公立蒙台梭利学校（n = 195）。在三年级，蒙台梭利学校对数学不太精通，但对ELA更精通。在8年级，他们也更精通ELA，并表现出更高的数学熟练度的趋势。黑人，西班牙裔和经济上处于不利地位的学生在蒙台梭利学校更精通ELA测试，并表现出更好或类似的数学测试，在两个年级水平。成绩差距一般较小。在八年级控制三年级的熟练程度百分比的差异一直大于蒙台梭利学校在地区。蒙特梭利学校的不同表现的潜在原因进行了讨论。
ABSTRACT 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 proficient in ELA. In 8th grade they were also more proficient on ELA and showed a trend to greater proficiency in math. Black, Hispanic, and economically disadvantaged students at Montessori schools were more proficient on ELA tests, and performed better or similarly on math tests, at both grade levels. Achievement gaps were generally smaller. Difference in percent proficient in 8th grade controlling for 3rd grade was consistently greater at Montessori schools than in districts. Potential reasons for the different performance of Montessori schools are discussed.