A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools

Autor/inn/en	Brown, Katie; Lewis, Chance W.
Titel	A Comparison of Reading and Math Achievement for African American Third Grade Students in Montessori and Other Magnet Schools
Quelle	In: Journal of Negro Education, 86 (2017) 4, S.439-448 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2984
DOI	10.7709/jnegroeducation.86.4.0439
Schlagwörter	African American Students; Elementary School Students; Grade 3; Montessori Schools; Magnet Schools; Reading Achievement; Mathematics Achievement; Urban Schools; Comparative Analysis; Public Schools; School Effectiveness; North Carolina + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; School year 03; 3. Schuljahr; Schuljahr 03; Montessori-Schule; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Schuleffizienz
Abstract	Montessori programs are expanding in public schools, serving a large proportion of African American students. Although recent Montessori research has focused on diverse public school populations, few studies have examined outcomes for African American students at the lower elementary level. This quasi-experimental study compares reading and math achievement for African American third grade students in public Montessori and other magnet schools in a large, urban district in North Carolina. Scores from end-of-grade state tests of reading and math are compared using a multivariate analysis of covariance. No significant difference in math scores was identified, but students in Montessori schools scored significantly higher in reading. This suggests that Montessori lower elementary instruction may be beneficial for African American students. (As Provided).
Anmerkungen	Howard University School of Education. 2900 Van Ness Street NW, Washington, DC 20008. Tel: 202-806-8120; Fax: 202-806-8434; e-mail: journalnegroed@gmail.com; Web site: http://www.journalnegroed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01