Probably the most high profile study to date was published in 2006 in the journal Science (Lillard, A. & Else-
Quest). The study evaluated the impact of Montessori education on social and academic outcomes for children at
the end of the two most widely available Montessori age groups: primary (three- to six-year-olds) and elementary
(six- to twelve-year olds). The study experimental and control groups were established based on students selected
through a lottery to attend a public Montessori school in Milwaukee, Wisconsin. The school served
predominantly urban minority children, had been in operation for nine years, and was recognized by AMI. Results
showed superior outcomes for the children who attended the Montessori school. Montessori children in the
younger age group performed better on standardized tests of reading and math, engaged in more positive
interaction on the playground, and showed more advanced social cognition and executive control. They also
expressed more concern for fairness and justice. The older Montessori children wrote more creative essays with
more complex sentence structures, selected more positive responses to social dilemmas, and reported feeling
more of a sense of community at school (Lillard, A. & Else-Quest, 2006). Angeline Lillard is currently in the
process of replicating this study in Hartford, Connecticut with a grant from the Brady Education Foundation
(http://www.bradyeducationfoundation.org/, n.d.