The Impact of Montessori Preschools on U.S. Preschoolers
This IES-funded collaboration with AIR has about 600 children enrolled, with a third in public Montessori that are in our study, and the rest (a lottery-controlled comparison group) in other programs.
Children's Storybook Preferences
Children Prefer Familiar Fantasy, but not Anthropomorphism, in Their Storybooks
Seeking Racial and Ethnic Parity in Preschool Outcomes: An Exploratory Study of Public Montessori Schools vs. Business-as-Usual Schools
Montessori education may create an environment that is more conducive to racial and ethnic parity than other school environments.
Montessori Education Elevates and Equalizes Child Outcomes:
This mixed methods study proposed that the Montessori approach shares closer theoretical alignment with the principles of Culturally Relevant Pedagogy than traditional or "no excuses" educational models.
Why the Time is Ripe for an Education Revolution
This article reviews that science and the origins of the common instructional model, including three modifications intended to make it work better (grades, age-graded classrooms, and high-stakes testing) yet which time has shown are problematic.

Recent Publications

  • Basargekar, A*., & Lillard, A. S. (2023). Motivation and Self-Determination in Montessori Education. In E. T. Ahlquist, M. Debs, M. McKenna, & A. K. Murray (Eds.), Bloomsbury Handbook of Montessori Education (pp. 261-270). Bloomsbury Publishing.
  • Doebel, S., & Lillard, A. S. (2023). How does play foster development? A new executive function perspective. Developmental Review, 67, 101064.
  • Eisen, S. L*., Taggart, J*., & Lillard, A. S. (2023). Children prefer fantasy, but not anthropomorphism, in their storybooks. Journal of Cognition and Development, 24(1), 129-141.
  • LeBoeuf, L.*, Goldstein-Greenwood, J., & Lillard, A. S. (2023a). Multilevel modeling resolves ambiguities in analyses of discipline disproportionality: A demonstration comparing Title 1 Montessori and non-Montessori schools. Journal of Research on Educational Effectiveness, 1-26.
  • LeBoeuf, L.*, Goldstein-Greenwood, J., & Lillard, A. S. (2023b). Rates of chronic absenteeism in Montessori and non-Montessori Title 1 schools. Frontiers in Education,
  • Lillard, A. S. (2023a). Grand challenges in developmental psychology. Frontiers in Developmental Psychology, 1, 1069925.
  • Lillard, A. S. (2023b). Why the time is ripe for an education revolution. Frontiers in Developmental Psychology, 1, 1177576.
  • Lillard, A. S., Tong, X., & Bray, P. M. (2023). Seeking Racial and Ethnic Parity in Preschool Outcomes: An Exploratory Study of Public Montessori vs. Business-as-Usual Schools. Journal of Montessori Research, 9(1), 16-36.
  • Randolph, R. J., Bryson, A., Menon, L., Hernderson, D., Mauel, A. K., Michaels, S., Walls Resenstein, D. L., McPherson, W., O’Grady, R., & Lillard, A. S. (2023). Montessori education’s impact on academic and nonacademic outcomes: A systematic review. Campbell Systematic Reviews, 19(e1130), 1-82.
  • Snyder, A.*, LeBoeuf, L.*, & Lillard, A. S. (2023). “My Name Is Sally Brown, and I Hate School!”: A Retrospective Study of School Liking Among Conventional and Montessori School Alumni. Psychology in the Schools, 60(3), 541-565.