The study was designed to explore three principle equity factors at Bennett Park Montessori Center (BPMC), Buffalo, New York. The three factors, access/selection, program processes, and outcomes, were used as a conceptual framework. This framework guided the data gathering process as well as the analysis and presentation of the school's relationship to equity through its first 15 years. The data gathering techniques employed in the design of the study were documents gathering, interviews, and on-site observations. Data analysis, a continuous process occurring within all phases of the study, was guided by the research questions. With respect to access/selection data has shown that BPMC consistently has enrolled approximately 50% majority and 50% minority students through the annual lottery. The district adopted a controlled lottery which gave preference to students from racially identifiable schools. Unique to BPMC is the early entrance age of its students, two years, nine months. Age eligibility is the only requirement for BPMC. With respect to program processes, data has shown that mixed-age grouping, cooperation rather than competition, and a sense of community characterized the learning relationships at BPMC. These qualities have been defined as essential elements of authentic Montessori schooling by Rambusch and Stoops (1992). With respect to outcomes, data has shown that BPMC consistently enrolled a high percentage of students who participated in the free lunch program. Achievement outcomes indicated that BPMC students scored at higher percentages above the mean than district students in the majority of instances. However, BPMC and the Buffalo School District have not reported data by ethnic group. The study presented these conclusions: the founding of BPMC was influenced by an extraordinary level of cooperation among the Court, school administrators, community and parents. Shared adherence to Montessori philosophy created and maintained a unity of purpose for BPMC leadership and staff. Recommendations noted the need for school districts to aggregate data in ways which yield information about the effectiveness of programs for each of the diverse ethnic groups represented. Montessori practitioners need to examine the distribution of learning opportunities for majority and minority students within their environments.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8794 |
| Date | 01 January 1994 |
| Creators | Fuller, Maggie M |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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