ificant differences in the adjusted mean mathematics scores between the Montessori group and the traditional group in the third grade.
(3) There were no significant differences in the attendance rate of third-grade subjects participating in a public school Montessori program and third-grade subjects participating in a public school traditional program.
(4) There were no significant differences in the promotion rate of third-grade subjects participating in a public school Montessori program and third-grade subjects participating in a public school traditional program.
(5) There were no significant differences in the adjusted mean scores in the self-concept measure of third-grade subjects in both programs.
(6) There were no differences in the nature and magnitude of parental involvement in school.
Based on the findings, Cisneros (1994) concluded that paren
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