An analysis of the impact of Montessori education on Black children

Black people in the United States have demonstrated resilience and a thorough understanding of education as a means of liberation. Currently, U.S. education consistently measures the academic performance of Black children from a deficit-based, Eurocentric view that reinforces the status quo and ignores the education debt that is owed to Black children and other children of color (Horsford & Grosland, 2013; Patel, 2016). Montessori has long since been considered an alternative to the traditional education system despite the historical barriers to this and other educational opportunities for Black children (Anderson, 1988; Debs, 2019; A. S. Lillard et al., 2017). In the last 50 years, Montessori education has increased exponentially in both the public and private school arena (Debs, 2019). Public Montessori schools have surpassed the national enrollment of African American students, enrolling nearly double the number of Black children. Despite the prevalence of Montessori programs, there is little research concerning the outcomes of Montessori-educated children. This document serves as a case study of the experience of Black students attending Bridgewater Montessori School (pseudonym), an authentic Montessori program, and their academic and social-emotional development and well-being.