Curriculum, Results & Research

Love of Learning

"Rochester Montessori School provided an outstanding environment for my daughter to develop academically, socially, and emotionally.  After completing 11 years (age three through grade 8) at RMS my daughter entered high school academically ahead of her peers in multiple subjects.  Her preparation created a very confident, self-motivated, respectful, inquisitive young woman who is eager to take on new challenges."  - Sherry Jester, parent of current and former RMS students

The video below offers a parent to parent arguement for Montessori.  

RMS Curriculum GuidesMontessori 2014 (111).jpg

RMS Results

The chart below is a comparison of Minnesota's Comprehensive Assessment (MCA’s) of Rochester Public Schools, the State of Minnesota and RMS's predicted MCA performance based on MAPS assessment results for 3rd through 8th grade.  

NOTE: NWEA's MAPS assessments are aligned with Minnesota educational standards. In 2014, update in 2016, NWEA completed a study linking MAPS performance to MCA performance. This linkage is used to predict MCA performance based on MAP performance.  For more information on this study please visit the following site:  MCA-MAPS Link Report

 

Math

Reading

RMS

RPS

MN

RMS

RPS

MN

2016-2017

68.8

54.5

58.7

77

57.5

60.2

 *Comparing the percentage of students who are considered proficient or higher.

Research on Montessori

Researchers compared 256 Montessori and non-Montessori students in kindergarten, first-and second-grades from three public school districts in South Carolina. They found that Montessori children have comparatively higher levels of self-regulation and more consistent growth in self-regulation skills over the 3-year period of the study. Further, researchers found an association between students’ levels of self-regulation and their academic success.

Dr. Adele Diamond, Professor of Developmental Cognitive Neuroscience at the University of British Columbia, is one of the world’s leading researchers on the development of cognitive function and a supporter of Montessori education. In this article she discusses effective strategies for advancing academic achievement, and advises: “Programs that address the whole child (cognitive, emotional, social and physical needs) are the most successful at improving any single aspect – for good reason. For example, if you want to help children with academic development, you will not realize the best results if you focus only on academic achievement (though at first glance doing that might seem the most efficient strategy); counterintuitively, the most efficient and effective strategy for advancing academic achievement is to also nurture children’s social, emotional, and physical needs.”

This longitudinal study of Milwaukee high school graduates showed that students who had attended Montessori preschool and elementary programs significantly outperformed a peer control group on math/science scores. “In essence,” the study found, “attending a Montessori program from the approximate ages of three to 11 predicts significantly higher mathematics and science standardized test scores in high school.

This study examined creative potential, defined as the “latent ability to produce original, adaptive work,” in elementary-aged children in Montessori and traditional schools in France. The Montessori students performed significantly better of tasks of divergent and convergent thinking than their traditional school peers. Furthermore, the Montessori group yielded a greater number of students who qualified as “creative-gifted.” The authors conclude that Montessori school contexts effectively promote the development of creative potential.

Researchers compared Montessori students with students in other school programs, and found that 5-year-old children who completed the three-year cycle in the Montessori preschool program scored higher on both academic and behavioral tests than the control group. The study also found that 12-year-old Montessori students wrote more sophisticated and creative stories and showed a more highly developed sense of community and social skills than students in other programs.

This study compared middle school students in Montessori programs with students in traditional middle schools, and found significantly higher student motivation and socialization among the Montessori students. “There were strong differences suggesting that Montessori students were feeling more active, strong, excited, happy, relaxed, sociable, and proud while engaged in academic work. They were also enjoying themselves more, they were more interested in what they were doing, and they wanted to be doing academic work more than the traditional students.”

School News and Social Media

 

Books Authored by Maria Montessori

  • The Absorbent Mind
  • The Secret of Childhood
  • The Discovery of the Child
  • The Montessori Method
  • Education for a New World
  • To Educate the Human Potential
  • The Child in the Family
  • From Childhood to Adolescence
  • The Advanced Montessori Method
  • Education and Peace
  • The Formation of Man
  • The Human Tendencies and Montessori Education (Mario Montessori)

Other Books Available at RMS

  • The Compassionate Classroom—Sura Hart
  • Respectful Parents, Respectful Kids—Sura Hart
  • The Science Behind the Genius—Angeline Stoll Lillard
  • How to Raise an Amazing Child the Montessori Way—Tim Seldin
  • A Parent’s Guide to Literacy for Children—Lynne Lawrence
  • A Parent’s Guide to Purposeful Play from Two to Six—Lesley Britton
  • Montessori From the Start—Paula Polk Lillard & Lynn Lillard Jessen
  • The Montessori Way—Tim Seldin & Paul Epstein
  • Unconditional Parenting—Alfie Kohn
  • Children of The Universe—Michael & D’Neil Duffy
  • The Homework Myth—Alfie Kohn
  • Theories of Childhood—Carol Garhart Mooney

Observation Days & Student Visits.pdf

Photo Credit:  Alex Lupu;  www.alexlupu.com

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