An Analysis of a Public School Prekindergarten Bilingual Montessori Program
Paper presented at the Annual Meeting of the American Educational Research Association
Two groups of second grade students from a large, urban public school district in Houston, Texas, were evaluated for academic achievement in reading based on their participation in a prekindergarten Montessori bilingual program or a traditional bilingual prekindergarten program. Academic achievement in Spanish was assessed using the Aprenda in terms of National Curve Equivalence in Total Reading scores. Scores were examined by random in reading, one each from the Montessori and Traditional groups.
The results of the independent t-test indicated that the children who had participated in a prekindergarten Montessori bilingual program significantly outscored the children who had participated in a traditional bilingual prekindergarten program on the Spanish reading subtest of the Aprenda achievement test.
In summary, results indicate that the Montessori bilingual program is an effective alternative bilingual program and one that should provide leaders an option in reforming prekindergarten for low SES, LEP children.
The glory of friendship is not the outstretched hand, not the kindly smile, nor the joy of companionship; it is the spiritual inspiration that comes to one when you discover that someone else believes in you and is willing to trust you with a friendship.
— Ralph Waldo Emerson