AMI Parent Motivation:

Analysis & Messaging

 The insights from this research
inform ways we can better
communicate the value of
Montessori to parents from all walks
of life throughout their children’s
educational years.

2 Association Montessori Internationale | montessori-ami.org

 13 focus groups

Respondent Screening:

Ages 21-50
13 Focus Groups in Discussion Dates
4 Communities Length 3/1/17-
~2 hrs 3/15/17 MOST:
Minneapolis, Seattle
• Registered to vote
Dallas, New Haven
• Voted in 2016 elections
• Active in education choices

8 groups of non-Montessori parents: 5 groups of Montessori parents:

• Child age 0-5 • Child age 0-12

• Variety of preferences and experiences with ECE • Child with current or past Montessori enrollment
• 3-4 AMI parents/group and mix of AMS and other
Montessori

Low-income, higher income, African American, Hispanic, Caucasian/other, preferred setting

 25 MIN
Nationwide survey:
1,449 parents with children ages 0-16 at home

QUANTITATIVE SURVEY
25-minute online
• Are decision-makers for their child’s early education.
survey among • Some level of community engagement—voting, attending meetings, contacting
1,449 parents representatives, attending PTA or school board meetings, signing petitions, etc.
who: • 10% of parents had a child in Montessori at some point (3% current/7% lapsed).

Age of child Current, Past or Expected Current Educational

Participation Environment

Traditional public school 43%

Home-based and family centric ECE
29% 27% programs
35%
Private school 14%

Out-of-home private programs 15% Charter school 3%

44%
Out-of-home public options 10% Home school 12%

Day care setting 23%

Expecting – age 3 Hybrid model or patchwork of programs 40%
Not in a formal school
4-7 years old 15%
or day care program
Age 8-16
Representative of U.S. parent population

DEMOGRAPHIC PROFILE

Age Marital Status Total Household Income for

Age 21-24 4% 2016
Married 77%
Age 25-34 Less than $35,000 11%
38%
Living with partner 8%
Age 35-44 $35,000 to $49,999 16%
41%
Single, never married 10% $50,000 to $74,999 22%
Age 45-54 14%
Age 55-59 Divorced 3% $75,000 to $99,999 19%
2%
Separated 1% $100,000 to $149,999 22%

Gender $150,000 to $199,999 6%

Widowed <1%
Male $200,000 or more 4%
49%
Female Prefer not to say 1%
51% Race/Ethnicity*
Don’t know 0%
White Caucasian/Non-Hispanic 63%
Region
Hispanic/Latino/Spanish origin 18% Current Employment Status
Northeast 18%
Midwest Black/African American 13% Employed full-time 66%
22%
South Asian/Asian American Self-employed 4%
37% 7%
West Employed part-time 8%
23% Amer. Indian or Alaska Native 2%
Student 1%
Native Hawaiian/Pacific Islander <1%
Full-time homemaker 18%
Education Some other race 2% Not employed but looking 1%

Less than high school *Adds to over 100% because multiple responses were allowed for
Not employed not looking 0%
<1%
race/ethnicity Retired 1%
High school graduate 11%
Some college or trade school 23% Type of Area Live In
College graduate 45% Urban 27%
Post graduate 21% Suburban 55%
Rural 17%
 25 MIN
Nationwide survey:
612 Montessori parents with child age 0-16 at home

25-minute online QUANTITATIVE SURVEY

survey among a
cross section of • Have child currently or have ever enrolled in a Montessori school.
612 parents who: • Are decision-makers for their child’s early education.
• Have some level of community engagement.

Educational Stage City and Household Montessori Status

Assigned Child Current 49%

39% 16% Assigned Child Lapsed 51%

45% Current Only Household 20%

Lapsed Only Household 31%

Split Household 49%

0-6 (through Children's House)
6-12 (Elementary)
12-18 (Middle/High School)
 Montessori parents with varied geographic, socioeconomic and ethnic backgrounds

DEMOGRAPHIC PROFILE
Age
Age 21-24 5% Marital Status Total Household Income for 2016
Age 25-34 Married 81% Less than $35,000 2%
44%
Age 35-44 Living with partner 5% $35,000 to $49,999 7%
40%
Age 45-54 Single, never married 8% $50,000 to $74,999 19%
10%
Age 55-59 Divorced 4% $75,000 to $99,999 25%
1%
Separated 1% $100,000 to $149,999 25%
Gender Widowed <1% $150,000 to $199,999 12%
Male Prefer not to answer <1% $200,000 or more 8%
41%
Female Prefer not to say <1%
59%
Of Hispanic/Latino/Spanish Origin Don’t know 0%
Region Yes 24%
Northeast No 76% Current Employment Status
23%
Midwest Employed full-time 78%
19%
South Race Self-employed 3%
27%
West White/Caucasian 76% Employed part-time 6%
32%
Black/African American 9% Student 1%
Asian/Asian American 13% Full-time homemaker 11%
Education American Indian or Alaska Native Not employed but looking
2% <1%
Less than high school 0% Native Hawaiian/Pacific Islander 0% Not employed not looking <1%
High school graduate 5% Some other race 3% Retired 1%
Some college or trade school 15%
College graduate 51% Type of Area Live In
*The overall representative sample (n=139) was
Post graduate 29% Urban 39% national; oversampling targeted 27 MSAs with a
Suburban greater number of Montessori school options
57%
Rural 5%
The Findings
 Three key areas stand out where AMI
Montessori can provide the highest value to
parents:
• Helping children develop into capable individuals by
focusing on their moral, behavioral, and emotional
development;
• Providing the highest quality teachers to facilitate
that development; and,
• Bringing parents into the Montessori experience so
they can understand the process and aid in their child’s
growth.

9 Association Montessori Internationale | montessori-ami.org

 Capable
Individuals
 A capable individual is the most valued
outcome of childhood development for
potential Montessori parents.

11 Association Montessori Internationale | montessori-ami.org

 Child aspirations for 76% of Montessori parents

Connection Impact Fulfillment Purpose Self-Reliance Productivity

Values

Engaged At Ease Capable Positive Successful Accepted

Emotions

Academic
Real World Sense of Self
Performance
Readiness

Inclusiveness Accountability Knowledge Initiative

Benefits

Morally Behaviorally Socially

Prepared Prepared Prepared

Attributes
Citizenship Emotional Emotionally Academically
Prepared Control Prepared Prepared
 Morally Prepared

• Competent • Has high self-esteem

• Confident • Truly happy with themselves
• Focused Fulfillment • Has a sense of belonging
• Smart • Enjoys life
Connection • Capable • Inner peace
• Secure • Emotionally secure
• Empowered • Fulfilled

• Be in a loving relationship Capable

• Good parent
• Strong family • Fosters creativity
• Good friend • Encourages self-expression
• Able to bond with others • Will develop healthy relationships
• Creates a sense of purpose
• Builds independence
• Builds their sense of identity
Sense of Self • Become independent thinkers
• Motivates to contribute to community/society

Inclusiveness
• •
Will be more inclusive
and accepting of others
• Will respect themselves
and others
• Encourages happiness
and hope
• Become a well-rounded
individual
Accountability
• Fosters self-discipline
• Will take responsibility for their learning
• Will be able to handle conflict and
disagreements
Builds their sense of self-worth
• Develops integrity
Morally
Prepared • Knows right from wrong
• Is respectful
• Is kind to others
• Takes responsibility for their actions
 Montessori parents feel Fortunate and Competent when their children attain ideal early
childhood development outcomes through Moral Preparation.

Parent Motivations
Child (Values)

Good Parent
• Competent • Has high self-esteem • I gave my children a better future
• Confident • Truly happy with themselves
• •
• I feel good about myself as a parent
Focused Fulfillment Has a sense of belonging
• Smart • Enjoys life • I have protected my family
• Capable • Inner peace
Connection • Secure • Emotionally secure
• I feel a sense of pride
• Empowered • Fulfilled

• Be in a loving relationship Capable

• Good parent
•
•
Fosters creativity
Encourages self-expression
Inter-connected
• Strong family • Will develop healthy
• Good friend
relationships • I passed on a legacy to the next generation
• Able to bond with others • Creates a sense of purpose
• Builds independence
• Builds their sense of identity
• Become independent thinkers
Sense of Self • Motivates to contribute to
community/society
Parent Emotions
Inclusiveness Accountability
• Fosters self-discipline
• Will take responsibility for their learning Fortunate
• Will be able to handle conflict and
disagreements • Fortunate
• Builds their sense of self-worth
• Will be more inclusive • Develops integrity
and accepting of others
• Will respect themselves
and others Morally
• Encourages happiness
and hope
Prepared • Knows right from wrong Competent
• • Is respectful
Become a well-rounded
individual
• Is kind to others • Competent
• Takes responsibility for their actions
• Responsible
• Confident
 Elevate
Teachers
The Montessori curriculum is important
to Montessori parents, but when
choosing a program for their child,
teacher quality is the highest priority.
 Teacher quality and child safety are paramount when
choosing care and education
Factors Considered When Choosing Care and Education for Child

Extremely/Very important factor Somewhat important factor Not all that important/Not at all a factor

Quality of teachers and staff 91% 8% 1%

Essential
Safety of the school and learning environment 91% 8% 1%

Quality of school administration and leadership 83% 16% 1%

Specific educational approach and philosophy 82% 15% 3%
Teacher and staff stability and retention 82% 14% 2%
Teacher training and certification 82% 15% 3%
Important but Open and available spot for child 81% 16% 2%
not essential
Daily schedule matches family needs 79% 17% 3%
Quality of the building and classroom 79% 18% 2%
Desirable location 78% 19% 2%
Discipline and structure 78% 19% 2%
The community of people and families involved in the school 72% 22% 5%
Cost of tuition 71% 22% 3%

Past personal experience 68% 19% 8%

Lesser importance Diversity of the student body 65% 23% 7%

Child's preference 63% 25% 9%
Neighbors’ and friends’ choices 56% 26% 11%
Family tradition 55% 21% 15%

Base: Total Montessori respondents (n=612)

Q9. When it comes to choosing care and education for a child, there are a wide range of factors that families often consider. Please identify the extent to which each of the following factors played a role in the decision you
made for your child.
 Nearly every feature of the early childhood learning
environment is deemed important by a majority of Montessori parents –
with teacher quality a priority.

Important Contributors (Top 2 Box) Important Contributors (Top 2 Box)

Teaches listening skills 82% Teachers guide children to carry out their own learning 74%
Children encouraged to reach beyond their current abilities 81% Teaches children to respond to instructions and meet demands 73%
Provides hands on learning 81% Provides materials that are natural and reflect the real world 73%
Teachers who understand my child's personality and learning style 80%
School is organized and involved around teaching 72%
Teaches reading 80%
School focuses on developing a well-rounded child - academic, social and emotional 80%
Children given freedom to work at their own pace without interruption 72%
Children encouraged to be curious and creative 80% Provides a fun environment 72%
Children encouraged to explore things and make mistakes 80% Provides a structured approach to learning 71%
Teaches children how to work and learn with other children 80% Provides unstructured time to explore and play 71%
Parents are involved in their child's education at home 80% School has a diverse student body 71%
Certified teachers 79%
Provides a classroom space designed for shared-learning 70%
Children are allowed time to become secure in their knowledge 79%
School has small class sizes 70%
Teachers focus on the abilities, interests and potential of each child 78%
Teaches science and math skills 78% Teaches children how to work with different adults 70%
Children's unique personalities and independence are nurtured 78% Children work together in small groups 70%
Nurturing teachers 77% Teachers who ensure structure and discipline 69%
Teachers expect high standards of behavior 77% Parents and families of students form a close-knit community 69%
Provides physical activities and recreation 77%
Parents are actively involved in strengthening the school 69%
Children learn how to respect authority 76%
Provides computers, tablets and online learning 68%
Children are able to care for their space 76%
Teaches children how to focus on tasks 75% Parents are involved in the classroom 67%
Provides many different activities in the same classroom 75% Teaches a second language 61%
Provides healthy food and encourages good nutrition 75% Teaches religious or cultural values 55%
Provides experiences with nature and the outdoors 75% School has a mixed age classroom 54%
 Montessori leaders place emphasis on
pedagogy and classroom environment to
evidence program quality and fidelity—
but parents judge quality by their
interactions and relationships with
Montessori teachers.
 Teachers are the lynchpin to
Montessori success and need to be
brought to the forefront.

Teacher certification is better

understood and more highly valued
than program certification.

20 Association Montessori Internationale | montessori-ami.org

While 4% are enrolled in an AMI school,
only 1% of parents identify it as such.

MONTESSORI SCHOOL CERTIFICATION

Current School Has Certification or Membership

Affiliation with Montessori Actual School Certification

Yes No AMI AMS

Unsure 4% Neither

Unaided 15%
23% Awareness
of School
51% Certification
26% 81%
1% AMI
3% AMS
19% Other
 This means that teacher certification is
the gateway for setting a high AMI
standard in schools and advancing
parent demand for fidelity.

22 Association Montessori Internationale | montessori-ami.org

 Positioning teachers at the forefront of
Montessori will accomplish two important
objectives:
1. It will attract more teachers because they will
understand that they are respected, supported, and
empowered;
2. It will send parents clear messages that the quality of
Montessori lies in the preparation of its teachers and
will contribute to parental preference for programs
with the most highly trained and skilled teachers.

23 Association Montessori Internationale | montessori-ami.org

“How many AMI trained teachers do you
have and what does your school do to
make sure they can fully teach the
Montessori way?”
Being for
the Parent
 American parents have a strong sense
of personal agency when it comes to
education and see educators as
partners in child development, not
replacements.

26 Association Montessori Internationale | montessori-ami.org

 Parents support development in many ways.

Actions or Activities to Promote Montessori Non-Montessori

Child’s Development

Be present and spend quality time with them 77% 81%

Model good habits and relationships 73% 74%

Include them in errands and activities 66% 67%

Provide hands-on toys and tools for learning 65% 68%

Provide structure and routines at home 65% 67%

Enroll in a pre-school program 64% 54%

Teach life skills in the home such as cooking, gardening, and cleaning 64% 59%

Expose to arts, crafts, and music in the home 64% 60%

Teach academic skills in the home such as reading or math 63% 64%

Expose to different places and people 63% 53%

Expose to nature 62% 59%

Expose to new things through field trips, museum visits, library events 61% 56%

Base: Total Montessori respondents (n=612); Total Non-Montessori respondents (n=1310)

Q7. As a parent, you do a wide range of things both directly and indirectly for your child to promote their development in these early years. Below is a list of actions or activities that some parents might do. For each one,
think about the extent to which you (focus/focused/expect to focus) on doing this for your child using the scale: not a focus at all, did this to some degree but not a major focus, or a major focus.
 Parents seek Montessori as a partner to
help them develop their children into capable
individuals—but they often feel pushed away.

28 Association Montessori Internationale | montessori-ami.org

 Montessori is intensely focused on the
development of the individual child, but
your developmental approach must also
make space for the parent—they need
attention, encouragement, explanation, and
confidence to stick with you.

29 Association Montessori Internationale | montessori-ami.org

Barriers for
Parents
 Cost and lack of options for the next grade level
are the top reasons for leaving Montessori
Base: Parents of children who formerly attended Montessori (n=485)

Reasons Stopped Attending

Age STARTED Age STOPPED
attending Montessori attending Montessori
29% Cost of the school versus other options available
0-2 47% 6%

25% No Montessori option for next grade 3 24% 8%

19% Montessori most appropriate in the preschool years 4 13% 20%

5 8% 28%
19% Undesirable school location or due to relocation
6 2% 15%
18% To attend a school that is more desirable overall
7-8 2% 12%
15% Child request 9 <1% 2%

13% Level of academic challenge 10-11 <1% 3%

12 <1% 3%
11% Didn't like the educational approach
13-14 1% 2%
9% Extra-curricular offerings
15 – 1%
7% Relationships with peers
16+ – <1%

4% Special learning needs could not be met Mean (years) 2.9 5.8
 Montessori begins to lose students in the
transition grades of K-12—retention is
critical not only for child development,
but to develop a strong and appealing
Montessori community that drives demand
and advances
the mission.

32 Association Montessori Internationale | montessori-ami.org

Reassure Parents
About Academics
There is a misconception among parents
that Montessori focuses on
socioemotional development at the
expense of academics and knowledge
building.
 Desired benefits of early childhood education

• Building intelligence
Lifelong benefits
• Fostering constructive thinking
include: • Fostering development of healthy relationships
• Fostering independence
• Building resiliency/determination

School Years Adult Years

Benefits for children in their school years include: Benefits that carry forward into adulthood include:

• Developing well-rounded students • Developing well-rounded individuals

• Building an academic foundation to excel • Preparing for the real world
• Instilling intellectual curiosity/love of learning • Motivating and preparing to excel at career goals
• Ability to excel on measures of academic success such as • Preparing them for life
standardized tests • Preparing them for jobs
• Creating motivation to make contributions
• Helping them actualize who they want to be
• Helping to set educational direction by understanding strengths
and weaknesses
 Primary concerns about Montessori
education revolve around a
perception of insufficient rigor and
structure in preparation for non-
Montessori academic settings.

36 Association Montessori Internationale | montessori-ami.org

 Montessori doesn’t speak enough about
knowledge building and the exceptional
ways in which you do it
—it must be clear that academics and
knowledge building are key qualities
of Montessori.

37 Association Montessori Internationale | montessori-ami.org

Social Justice
 Montessori achieves social justice by helping parents
develop capable and just individuals
—it’s about walking the talk.

39 Association Montessori Internationale | montessori-ami.org

 Parents see societal benefits from their child’s
ideal development:
• 37% value Better Behavior most (reduces crime,
increases safety for the community overall).
• 29% value Better Values most (builds respect and
tolerance, promotes acceptance of diversity and mutual
respect in society, promotes better values).
• 19% value Better Conditions most.
• 15% value Better Citizenry most.

40 Association Montessori Internationale | montessori-ami.org

While Montessori parents very much want
a just and equitable world, they believe we
create it by developing just and equitable
individuals through Montessori
education.
 Social justice means greater
access to Montessori—and only
Montessorians can create that by attracting
more teachers and creating more schools in
more communities.

42 Association Montessori Internationale | montessori-ami.org

Messaging
 What it means strategically:
• We have them at hello—provide the confidence for parents to follow
their intuition,
select the program, and stick with it.
• Teachers need to be visible, acknowledged, and multiplied.
• Be for the parent—make them a partner in the experience.
• Take credit for building knowledge.
• Great effort should be put into scaling and retention.
• Social justice is access to Montessori.
• You need better, more, and more coordinated communication.

44 Association Montessori Internationale | montessori-ami.org

 Parents don’t always know
what Montessori is, but they
believe it is ideal and want it
for their children.
 They rely on Montessori to help them
develop the moral, emotional, and
behavioral abilities that they understand to
be key to helping their children become
capable individuals.

46 Association Montessori Internationale | montessori-ami.org

 Good messaging is not
what we want to say…

…it’s what people want to hear

us say while we remain consistent
with our principles.

47 Association Montessori Internationale | montessori-ami.org

 Quantitative research shows
us how to motivate
Montessori and non-
Montessori parents.

48 Association Montessori Internationale | montessori-ami.org

 Child aspirations for 76% of Montessori parents

Connection Impact Fulfillment Purpose Self-Reliance Productivity

Values

Engaged At Ease Capable Positive Successful Accepted

Emotions

Academic
Real World Sense of Self
Performance
Readiness

Inclusiveness Accountability Knowledge Initiative

Benefits

Morally Behaviorally Socially

Prepared Prepared Prepared

Attributes
Citizenship Emotional Emotionally Academically
Prepared Control Prepared Prepared
 Child aspirations for 78% of non-Montessori parents

Connection Impact Fulfillment Purpose Self-Reliance Productivity

Values

Engaged At Ease Capable Positive Successful Accepted

Emotions

Academic
Real World Sense of Self
Performance
Readiness

Inclusiveness Accountability Knowledge Initiative

Benefits

Morally Behaviorally Socially

Prepared Prepared Prepared

Attributes
Citizenship Emotional Emotionally Academically
Prepared Control Prepared Prepared
 These two pathways run through the
emotional consequence of Capable and
the terminal value of Fulfillment is shared
—adding Knowledge is the immediate
priority for retaining Montessori parents and
attracting 34% of non-Montessori parents.

51 Association Montessori Internationale | montessori-ami.org

 Enriched strategy: 76% of Montessori parents
+ 34% of non-Montessori parents

Connection Impact Fulfillment Purpose Self-Reliance Productivity

Values

Engaged At Ease Capable Positive Successful Accepted

Emotions

Academic
Real World Sense of Self
Performance
Readiness

Inclusiveness Accountability Knowledge Initiative

Benefits

Morally Behaviorally Socially

Prepared Prepared Prepared

Attributes
Citizenship Emotional Emotionally Academically
Prepared Control Prepared Prepared
 T H E M E S S A G E PAT H

• It widens your potential market and brings more people into the
funnel.

• It forces you to strengthen faith among those with less faith, aiding
retention.

• It helps you attract more African Americans and Latinos.

• It allows you to better compete in the public space.

• The terminal values best describe Montessori’s ideal outcomes,

even if the message path requires you to stretch
to get there.
 THE MESSAGE FRAME

• Montessori works in every setting for the success

of each child.

• We help parents develop children who are morally, emotionally, and

behaviorally prepared for the real world.

• Our teachers support your child’s natural development, building

the capability to become productive, fulfilled adults who contribute to
the world.

• Teachers help children follow their interests and passions to

develop strong skills in academics, leadership, self-discipline,
responsibility, independence, and initiative.
 THE MESSAGE FRAME

• Our classrooms are hands-on, self-paced, collaborative, and joyful,

creating a lifelong learner and doer.

• AMI Teacher Certification requires rigorous training that ensures

your child’s distinct personality and independence will be nurtured into
a capable and connected adult.

• An AMI Certified School is the mark of the highest quality

Montessori, where the entire school supports the teacher in developing
your child’s full potential.
 T H E N A R R AT I V E

Montessori works in every setting

for the success of each child.

Montessori teachers support your child’s natural development, building the capability to
become productive, fulfilled adults who contribute to the world. Montessori helps parents
develop children who are morally, emotionally, and behaviorally prepared for the real
world. Our teachers help children follow their interests and passions to develop strong skills
in academics, leadership, self-discipline, responsibility, independence, and initiative. Your
child’s education will be hands-on, self-paced, collaborative, and joyful—everything that’s
needed to create a lifelong learner and doer. Look for AMI Montessori Teacher Certification
and you’re ensured that your teacher has been rigorously trained to nurture your child into a
capable and connected individual. The mark of a high-quality Montessori school is where
the entire school supports the teacher in developing your child’s full potential.
Thank You