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Montessori education is the largest educational reform movement, with 16,000 schools in 154 countries. Recent (meta)studies demonstrated that Montessori education improves academic achievement and social skills compared to traditional, conventional schools, although differences in Montessori implementation hinder a consistent evaluation of effectiveness. 

This dissertation examines Montessori's differential effectiveness in the Netherlands. It explores implementation in upper-elementary classrooms, conducts a detailed multiple case study, and analyzes how different forms of Montessori implementation impact academic achievement, executive functions, social skills, and citizenship competencies.

The insights from this dissertation will support the further development and refinement of Montessori education. Understanding the effectiveness of Montessori principles in children's executive functions, academic performance, and citizenship competencies could guide teachers to optimize student outcomes.