Jeff Bezos recently announced that he would commit two billion dollars to two initiatives, one of which was to create a network of full-scholarship preschools in underserved communities.

Reaction has been “wary,” focusing mostly on the lack of detail in the announcement. (There was also one of those periodic meditations on tech moguls’ love affair with Montessori education.) The two professional organizations of Montessori educators—no doubt hoping for an unprecedented spotlight on and promotion of work they hold dear—issued statements that fizzed with enthusiasm (see here for AMI & AMS).

​For my part, I was focused on one word in the announcement

Despite this headline in Chalkbeat, Bezos is not proposing to launch and operate Montessori preschools, but rather Montessori-INSPIRED preschools. That’s a huge difference, because although there are some studies showing an advantage to the Montessori method (see here, here, and here) research also shows that fidelity matters—children in Montessori classrooms “supplemented” with non-Montessori materials learned less than children in high-fidelity classrooms (see here and here).

I hope that Mr. Bezos and whoever he listens to on education matters are keeping in mind that the method has a lot of components, and, excepting the consequences of adding materials to the classroom, we don’t have data on outcomes when the method is tampered with.

What happens if you

• employ teachers who lack Montessori training? (There are thousands of teacher training programs in the US. Fewer than 25 offer Montessori training.)
• eliminate or shorten the 3 hour work cycle typical of Montessori preschool classrooms?
• eliminate or change the multi-year age groupings?
• eliminate or change Montessori scripted lessons? (Did you know that Montessori uses scripted lessons?)
• eliminate or change the curriculum?
• eliminate or change the Montessori conception of a prepared environment?
• change what is usually a high student-teacher ratio?

I don’t know the answer to any of these questions. I don’t think anyone does.

The Executive Director of the Yale Education Studies program wondered, in a New York Times op-ed, why Bezos didn’t make use of existing institutions to promote his preschool vision, rather than creating a network out of whole cloth? One obvious answer is that he wants tighter control to shape the organization as he sees fit, and to populate it with people he trusts.

Another likely reason is that he’s (rightly) suspicious that Montessori educators will be sticklers about the method, and he wants the flexibility to adapt the method as he sees fit. This may even be what he meant by another phrase in the brief announcement that drew a lot of attention: “the child will be the customer.”

Fair enough, it’s his money. But if that’s true, you may as well drop the “Montessori-inspired” bit.

Indeed, I’m predicting that picking and choosing elements of the Montessori toddler program (and not adopting it wholesale) will yield student outcomes (academic and social) that are indistinguishable from other preschools. I think the components interlock and all are integral to its success.

​Montessori is, indeed, “inspiring” but using the education program as a jumping off point for your own homebrew will, I predict, disappoint.

On September 15 I tweeted about a new meta-analysis that examines the impact of auditory distraction on reading. It’s an issue of broad concern, as many of us read at work in noisy office environments, and when we read for pleasure we may be on a subway, at a playground, and so on. Students and educators are keenly interested in this issue, because some students like to read with music on in the background and some educators wonder whether that affects comprehension.

The article concluded that that background noise, speech, and music all have small but reliable negative impacts on reading comprehension.
In response, several folks on twitter commented as much to say “ok, so we should tell kids not read with music on.”

I am not so sure.

This is a point of interpretation around which Todd Rose framed his book, The End of Average. Now I didn’t care much for this book, because I thought Rose took a valid concern and ran much too far with it, but here it’s applicable.

An average is meant as a summary that gives you a sense of the central tendency of a distribution. That doesn’t mean it is a good representative of every data point. To use Rose’s example, if you measure a large group of airplane pilots and find their average height is 69 inches, and then design airplane cockpits assuming “pilots are 69 inches tall,” well, you’ll be disappointed. The cockpit will be a good fit for a few, but will be too big or too small for most.

I criticized Rose’s book because I argued that (1) many principles of the mind do apply pretty well across the board—everyone’s attention is limited, for example and; (2) psychologists are generally aware of the problem Rose identifies. The entire subfield called individual differences is devoted to identifying ways in which we all differ.

The influence of background music on reading may be a case where Rose’s warning is pertinent. The meta-analysis reports a small, consistent cost to reading comprehension when listening to music. Looking at the breakdown of individual studies it’s easy to see that the studies trend towards the stated conclusion. 

But there is also a lot of variability—I’m not referring to the dot representing the mean of each study, but to the dotted lines around each of those dots, which shows the variability associated with that mean.

​Contrast that with the studies on the effect that background speech has on reading comprehension. 

What this indicates is that, while mean of the grand distribution may show a small hit to comprehension when background music plays, it's NOT the case that every child reads a little worse with background music on. Part, but not all, of that variability is noisy measurement.

As the article notes, researchers have sought variables that differentiate why music hurts, fails to influence, or even helps comprehension. For a while they thought introversion/extraversion might be the answer, but that didn’t pan out. Still, I think this is a case where individual difference play an important role. 

As far as practice goes, I think this finding could be offered as support for a decision not to play music to every child in a classroom. In a big sample, you’d say it will reduce mean comprehension. But I don’t think it supports telling individual children not to listen to music while they read. (Note too, I see this as one factor among many a teacher would consider in a decision of this sort.)

Here’s another reason I personally wouldn’t be too quick to interpret this meta-analysis as showing people should never listen to music while reading. Some of my students say they like music playing in the background because it makes them less anxious. It could be that a laboratory situation (with no stakes) means these students aren’t anxious (and hence show little cost when the music is off) but would have a harder time reading without music when they are studying. In other words, the laboratory situation may underestimate the frequency that music provides a benefit for a subset of students.