{"id":{"repo_id":"alverno","oai_identifier":"oai:alverno.omeka.net:861"},"canonical_url":"https://search.dev.ndltd.org/etd/alverno/oai:alverno.omeka.net:861","repository":{"repo_id":"alverno","name":"Alverno College","base_url":"https://alverno.omeka.net/oai-pmh-repository/request"},"display":{"title":"Equitable access to Montessori education: A case study","abstract":"Downs, Mandy L. A careful review of the literature shows the benefits of a high quality early education, however, not all children are receiving the benefits due to a lack of access (McCormick, M., 2020). This case study examines the extent to which an urban school district equitably offers access to a Montessori early education. Studies have found that Montessori educators can strengthen their work with students of color by limiting enrollment obstacles at their schools and addressing issues of race, culture, and privilege in their classrooms and their communities”(Debs & Brown, 2017). In this study, parents/guardians of children between the ages of 2-8 completed a survey to gain insight into their experience of selecting, applying, and enrolling students into the Montessori early education program. In addition to the survey, four interviews were conducted to contextualize the experience of administrators and Montessori advocates in relation to supporting equity in gaining access to the Montessori program. This research demonstrated a community appreciation for the Montessori philosophy and a desire to maintain a robust Montessori program. Montessori advocates, administrators and parents expressed an interest in keeping Montessori classrooms open and accessible to all students as a quality education option. Survey participants found the application process to be straightforward and easy to navigate, however, organization and clarity of information created a barrier to accessing information regarding the Montessori program. In addition, survey participants shared that they were uncertain of the cost of their tuition and fees at the time of enrollment and would benefit from an early determination of fees.","abstract_html":"Downs, Mandy L. A careful review of the literature shows the benefits of a high quality early education, however, not all children are receiving the benefits due to a lack of access (McCormick, M., 2020). This case study examines the extent to which an urban school district equitably offers access to a Montessori early education. Studies have found that Montessori educators can strengthen their work with students of color by limiting enrollment obstacles at their schools and addressing issues of race, culture, and privilege in their classrooms and their communities”(Debs & Brown, 2017). In this study, parents/guardians of children between the ages of 2-8 completed a survey to gain insight into their experience of selecting, applying, and enrolling students into the Montessori early education program. In addition to the survey, four interviews were conducted to contextualize the experience of administrators and Montessori advocates in relation to supporting equity in gaining access to the Montessori program. This research demonstrated a community appreciation for the Montessori philosophy and a desire to maintain a robust Montessori program. Montessori advocates, administrators and parents expressed an interest in keeping Montessori classrooms open and accessible to all students as a quality education option. Survey participants found the application process to be straightforward and easy to navigate, however, organization and clarity of information created a barrier to accessing information regarding the Montessori program. 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A careful review of the literature shows the benefits of a high quality early education, however, not all children are receiving the benefits due to a lack of access (McCormick, M., 2020). This case study examines the extent to which an urban school district equitably offers access to a Montessori early education. Studies have found that Montessori educators can strengthen their work with students of color by limiting enrollment obstacles at their schools and addressing issues of race, culture, and privilege in their classrooms and their communities”(Debs & Brown, 2017). In this study, parents/guardians of children between the ages of 2-8 completed a survey to gain insight into their experience of selecting, applying, and enrolling students into the Montessori early education program. In addition to the survey, four interviews were conducted to contextualize the experience of administrators and Montessori advocates in relation to supporting equity in gaining access to the Montessori program. This research demonstrated a community appreciation for the Montessori philosophy and a desire to maintain a robust Montessori program. Montessori advocates, administrators and parents expressed an interest in keeping Montessori classrooms open and accessible to all students as a quality education option. Survey participants found the application process to be straightforward and easy to navigate, however, organization and clarity of information created a barrier to accessing information regarding the Montessori program. In addition, survey participants shared that they were uncertain of the cost of their tuition and fees at the time of enrollment and would benefit from an early determination of fees."]},{"key":"dc:format","label":"Dc Format","values":["PDF"]},{"key":"dc:title","label":"Title","values":["Equitable access to Montessori education: A case study"]}]}],"canonical_facts":{"dc:creator":["Downs, Mandy L."],"dc:date":["2023"],"dc:description":["Downs, Mandy L. A careful review of the literature shows the benefits of a high quality early education, however, not all children are receiving the benefits due to a lack of access (McCormick, M., 2020). This case study examines the extent to which an urban school district equitably offers access to a Montessori early education. Studies have found that Montessori educators can strengthen their work with students of color by limiting enrollment obstacles at their schools and addressing issues of race, culture, and privilege in their classrooms and their communities”(Debs & Brown, 2017). In this study, parents/guardians of children between the ages of 2-8 completed a survey to gain insight into their experience of selecting, applying, and enrolling students into the Montessori early education program. In addition to the survey, four interviews were conducted to contextualize the experience of administrators and Montessori advocates in relation to supporting equity in gaining access to the Montessori program. This research demonstrated a community appreciation for the Montessori philosophy and a desire to maintain a robust Montessori program. Montessori advocates, administrators and parents expressed an interest in keeping Montessori classrooms open and accessible to all students as a quality education option. Survey participants found the application process to be straightforward and easy to navigate, however, organization and clarity of information created a barrier to accessing information regarding the Montessori program. In addition, survey participants shared that they were uncertain of the cost of their tuition and fees at the time of enrollment and would benefit from an early determination of fees."],"dc:format":["PDF"],"dc:identifier":["https://alverno.omeka.net/items/show/861"],"dc:language":["English"],"dc:publisher":["Alverno College"],"dc:rights":["These materials may be used by individuals and libraries for personal use, research, teaching (including distribution to classes), or for any fair use as defined by U.S. Copyright Law."],"dc:subject":["Montessori method of education","Early childhood education","Educational equalization"],"dc:title":["Equitable access to Montessori education: A case study"],"dc:type":["Text","Dissertation"]},"updated_at":"2026-07-27T18:44:40Z"}