Waldorf schools and mathetic learning.

In a recent doctoral thesis students from secondary schools following Waldorf education in the Netherlands, have a significant disadvantage on mathematics compared to accounting students in mainstream education. A lower score is also visible for language education in the third class of secondary schools. In general the scores at the cognitive domain are lower than mainstream educated children.

However, their attitude towards learning as such is significantly more positive in the third class. In a mainstream school the motivation to learn is getting lower between the first and the third class.It is not clear wether Waldorf children over estimate themselves or have a realistic concept of their capacities.
Children at risk do no make enough progress in Waldorf schools. The system tends to continue differences, instead of diminishing them.

Data were collected during three years in thirteen Dutch secondary Waldorf schools.
Waldorf education is strongly classroom oriented and does not emphasize on differentiation and individual development of children, according to recent theories. Children in at risk situations tend to stay behind, instead of improving their results.

For those seeking good models of mathetical learning, Waldorf schools seem to be not a good choice.