Stronger Outcomes at Lower Cost

Researchers from the University of Virginia, the University of Pennsylvania, and the American Institutes for Research led the new national analysis. Their findings show that public Montessori preschool programs serving children ages 3 to 6 deliver stronger early learning outcomes than traditional preschool options, while also reducing costs for school districts and taxpayers. The research represents the first randomized controlled trial of public Montessori education and was published in the Proceedings of the National Academy of Sciences. Nearly 600 children were followed across 24 public Montessori programs nationwide.

By the end of kindergarten, children who were randomly selected through a lottery to attend Montessori preschools outperformed their peers in reading, executive function, short-term memory, and social understanding. At the same time, Montessori programs cost about $13,000 less per child than conventional preschool programs. This figure does not include additional savings that may come from higher teacher satisfaction and lower turnover, trends supported by other research. These results stand in contrast to earlier preschool studies, which often found short-term benefits that faded by kindergarten.

Researchers Highlight Enduring Benefits

“These findings affirm what Maria Montessori believed over a century ago — that when we trust children to learn with purpose and curiosity, they thrive,” said Angeline Lillard, Commonwealth Professor of Psychology at the University of Virginia. “Public Montessori programs are not only effective but cost-efficient.”

Karen Manship, coauthor and Managing Director at the American Institutes for Research, noted that Montessori programs are already widespread in public education. “Montessori preschool programs are already being used in hundreds of U.S. public schools, and our research shows that they are having a positive impact in key areas of early learning,” she said. “These findings provide valuable evidence to policymakers and educational leaders who are seeking to deliver better outcomes with increasingly limited resources.”

David Loeb of the University of Pennsylvania emphasized the historical roots of the approach. “Montessori began in the low-income housing of early 20th century Rome,” he said. “This research shows it still delivers on that promise for America’s children today.”

Key Findings From the National Trial

• Stronger early learning: By the end of kindergarten, children in Montessori programs scored higher in reading, memory, executive function, and the ability to understand others’ perspectives.
• Sustained benefits: Unlike many preschool programs where early gains fade, Montessori students continued to improve relative to their peers over time.
• Cost savings: Compared with traditional public preschool, Public Montessori programs cost $13,000 less per child across the three years from ages 3-6. Savings were driven largely by efficient classroom structures, including the benefits of mixed-age learning.
• Teacher morale and retention: Actual savings may be even greater, since prior evidence shows Montessori teachers tend to report higher job satisfaction and lower turnover.
• Benefits for all children: While the strongest effects were seen among children from lower-income families, children from all backgrounds experienced positive outcomes. This aligns with Montessori’s original goal of serving underserved communities.

A Century-Old Model With Modern Impact

Dr. Maria Montessori opened her first classroom in 1907 in the working-class neighborhoods of Rome, introducing an educational approach built around children’s natural motivation to learn. Today, more than 600 public schools in the United States offer Montessori education. This national study reinforces the idea that Montessori’s century-old model remains a powerful tool for early education, producing lasting benefits for children and communities.

The findings are especially relevant for policymakers, since they show that public Montessori programs can deliver stronger outcomes while lowering costs. Additional research also points to improved teacher morale and retention in Montessori settings.

The paper’s coauthors include researchers from the American Institutes for Research (Juliette Berg, Maya Escueta, Alison Hauser) and University of Virginia graduate student Emily Daggett.