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ERIC Number: ED309881
Record Type: Non-Journal
Publication Date: 1987
Pages: 24
Abstractor: N/A
Reference Count: N/A
Minority Student Performance: Is the Montessori Magnet School Effective?
Dawson, Marcella
Available scores from the Iowa Test of Basic Skills and Metropolitan Achievement Test-6 tests, administered between 1984 and 1988 to 88 students enrolled in a Montessori magnet program in the Houston Independent School District, were statistically analyzed. The t test for independent samples was computed to determine if minority students' scores differed significantly from test norms and district means. The study also computed analysis of variance in an effort to identify significant internal variance. Students in the subject population consisted of three cohorts: student were 31 percent Black, 26 percent Hispanic, and 39 percent White. Score analysis indicated that test performance of minority students in the Montessori magnet program was significantly higher than either the test norms or district means. The study concluded that Hispanic and Black students who have been enrolled in a Montessori magnet program for a year or more have impressive academic advantages. The students demonstrated mastery of subject material, measured by standardized tests, in all subtest areas. However, while the Montessori program has reduced deficiencies in minority achievement, it has not eliminated them. Even after several years in a Montessori program, race-related differences in student performance remain. Over 90 references are cited. (RH)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas (Houston)