Trust for Learning Commits $15 Million for Public Montessori Programs

Trust for Learning Commits $15 Million for Public Montessori Programs

For Immediate Release

Contact: Dr. Timothy J. Purnell, Chief Executive Officer
Phone: 212-358-1250 x308

American Montessori Society
116 East 16th Street, New York, NY 10003-2163

December 12, 2014. Trust for Learning, a collaborative fund that seeks to give voice and support to innovative approaches in education, has committed $15 million to dramatically increase the number of public Montessori early childhood programs for low-income, under-served, and at-risk populations in the United States.

The announcement came Wednesday, December 10, 2014, the same day as the White House Summit on Early Childhood Education, in which President Barack Obama launched Invest in Us, a national campaign to ensure that all children and communities have access to high-quality early childhood education.

Said Stephanie Miller, executive director of Trust for Learning: “We are thrilled to be a part of Invest in Us and to be working toward building a better nation through high quality early childhood education. Trust for Learning partners James Walton of the Walton Family Foundation and Serena Connelly of the Harold Simmons Foundation have taken an extraordinary lead in this commitment and we are so grateful.

She added: “Montessori is overwhelmingly chosen as a model of private education by parents seeking the best early learning environments for their children, but of the approximately 5,000 existing schools in the US, only 500 are public. Within this number, several exemplary public programs use Montessori to provide deep, student-centered early learning, as well as wrap-around services such as parent support, home visits, special needs, and learning differences support, with outstanding results for children and families involved.

As further elaborated upon on the Invest in Us website: “The Trust’s multi-pronged effort will increase access to this type of program by: expanding and replicating successful, multi-generational, community demonstration projects; leveraging an existing network of high-quality teacher training centers to prepare significantly more early childhood teachers, and trainers of teachers, who are uniquely prepared to observe, understand and cultivate children’s development; creating a new teacher recruitment pipeline to develop a network of top-quality young teachers; and building awareness of the potential of these programs through targeted communication and outreach.”

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