About Public Schools

This article has been updated to reflect 2026 data and recent developments.

Montessori education has existed for more than a century, yet it continues to generate renewed interest as public schools search for innovative ways to improve student outcomes. Once limited largely to private institutions, Montessori programs are now increasingly found in public school systems, particularly through magnet and charter models.

This expansion comes at a time when educators are seeking alternatives to traditional instruction, especially approaches that support individualized learning, student engagement, and long-term academic growth.

As Montessori education gains traction in public settings, an important question remains: Does it deliver measurable benefits for students in today’s educational landscape?

What Is Montessori Education?

Montessori education was founded by Dr. Maria Montessori in 1907. Her approach was based on the idea that children learn best through self-directed activity in a carefully prepared environment.

In a Montessori classroom, students are encouraged to:

• Choose their own learning activities
• Work at their own pace
• Engage in hands-on, experiential learning
• Develop independence and responsibility

Rather than relying heavily on lectures or standardized instruction, Montessori classrooms emphasize exploration, collaboration, and real-world application.

According to the American Montessori Society, this method supports both academic development and social-emotional growth.

Key Features of Montessori Classrooms

Montessori classrooms differ significantly from traditional public school environments. While implementation can vary by district, several core elements remain consistent.

Multi-Age Grouping

Students are typically grouped in multi-year age bands such as:

• Ages 3–6
• Ages 6–9
• Ages 9–12

This structure allows younger students to

The International Baccalaureate, also known as IB, is an academic program that has been gaining steam in the United States, as well as globally. What originally began as a curriculum to prepare high school juniors and seniors for postsecondary education has now evolved into a complete curriculum that spans pre-K – grade 12. The focus of the program, as the name suggests, is a global one, providing students with a broader view of their world that goes well beyond the immediate boundaries of their school, state – or even their country.

History of the International Baccalaureate Program

International Baccalaureate began as a non-profit educational foundation in Geneva, Switzerland in 1968. According to the website for the International Baccalaureate Organization (IBO), the foundation was originally created to provide students with a truly international education, through a common set of pre-college curriculum and examinations. The first IB programs were primarily found in private schools overseas, but eventually grew to encompass public schools as well.

Since its introduction, the IB program has spread to more than 140 countries and 900,000 students worldwide. The first International Baccalaureate program came to the United States in 1974. Today, many U.S. schools offer IB curriculum to students, as educators are beginning to see IB as a way to raise the bar on education standards for students preparing for life after high school. Ralph Cline, IB North American Regional Director, told Education.com, “We double our size every five years.”

IB Philosophy

How Well Do Single-Sex Schools Really Work?

Public schools that provide single-sex education, whether through classroom segregation or separate schools, may be few and far between today. However, as more evidence surfaces on the different learning styles of boys and girls, the trend appears to be surely – albeit slowly – increasing. Do single-sex schools enhance the academic experience and improve performance for both male and female students? Upon analyzing the research, the answer to that question may be far from simple.

The History of Single-Sex Education

The first schools in America were started by the Puritan settlers and were modeled after the schools in England that were familiar to this population. According to the website of the American Council for CoEducational Schooling, those early schools were primarily designed for the education of the white, Christian male. The school was held for nine months, and then boys were given summers off to help their families with farming responsibilities. During the summer, girls could sometimes attend school, with classes taught by a female teacher.

Coeducation began to appear in North America during the 1700s and became more prevalent after the Revolutionary War, when the importance of educating women to be responsible, well-informed citizens began to be recognized. In 1918, laws had been passed in all states requiring elementary-age students to attend school. At that point, nearly all the schools in the United States were coeducational, with the exception of Catholic schools that primarily remained single-sex

A beef filler product, dubbed “pink slime” in recent weeks, has been used in grocery store meats for nearly a decade. The byproduct has also been an ingredient in many school lunch menus, although children and parents were unaware of this fact until fairly recently. Now, the pink slime debate is in full fervor, and school districts nationwide are responding to concerns by doing away with beef filler completely. While this makes some parents breathe a sigh of relief, it is also making some districts dig deeper into their pockets to foot the bill for meat that may be healthier, but is also more expensive.

What is “Pink Slime”?

According to a report at Reuters, pink slime refers to a mix of fatty beef byproducts that were typically reserved for pet food and cooking oil in the past. The scrap meat is mixed with bits of cartilage and connective tissue, and then chemically treated to kill bacteria and make it edible. Ammonia is the chemical of choice, which has many food advocates up in arms about the safety of the product, particularly when it is served to children in schools.

The product was approved for use by the USDA, which dubbed it “lean, finely textured beef.” The agency continues to claim the meat is safe, and the American Meat Institute says it is 98 percent beef. However, those statements are not enough to satisfy many who have been turned off on the idea of

Amid budget cuts, dismal performance ratings, and other challenges, public schools do not appear to need any more bad news. However, a recently released survey indicates school districts have yet another worry on their plates: teacher satisfaction across the country is at its lowest point in two decades. Why are teachers feeling less-than-loving toward their career choices? The answer may be somewhat complex, but there is also a bright spot in the news. Some teachers have provided insight into improving classroom environments and teacher satisfaction ratings simultaneously.

The MetLife Survey

The MetLife Survey of the American Teacher has offered input from educators, administrators, and policymakers since the first survey was conducted in 1984. Harris Interactive conducts the survey annually, and it examines views about the teaching profession and the economic impact on teaching and learning in schools, according to the MetLife website. The views of teachers, parents, and students are all accounted for in the yearly research.

The first survey was introduced after the Reagan administration issued its “Nation at Risk” report, which was quoted in the Huffington Post as saying, “A rising tide of mediocrity is presently eroding the educational foundations of our society.” This report set off sweeping education reform that left many teachers less secure. At that time, the survey emerged amidst ideas that discussions about education should include the voices of teachers.

In this year’s survey, Harris Interactive interviewed more than 1,000 teachers who taught K-12 grades at public schools.