Studies of Waldorf education

A number of national, international and topic-based studies have been made of Waldorf education. In 2005, British educational researchers Philip Woods, Martin Ashley and Glenys Woods evaluated Steiner-Waldorf schools for the United Kingdom's Department for Education and Skills. As part of their study, the authors evaluated the state of research as of 2005 and said

A 2012 study compared the reading and math standardized test scores obtained in public Waldorf schools in the United States with scores for their districts as a whole, as well as scores in matched comparison schools. Public Waldorf school scores were lower than those of regular public schools in earlier grades (second and third), but higher in seventh and eighth grade. The authors suggested that "the Waldorf experience provided a slower academic build-up resulting in poorer test scores in the lower grades followed by higher levels of advanced performance in the 8th grade." The authors concluded that a content analysis of parents' comments about the schools supports the impression that public Waldorf schools offer a more holistic approach to education, "with greater emphasis on the arts, community and developmentally appropriate practice."

A 2012 study of Waldorf pupils in Germany concluded that, in comparison to state school pupils, Waldorf students are significantly more enthusiastic about learning, report having more fun and being less bored in school, more often feel individually met, and learn more from school about their personal academic strengths. 85% of the Waldorf students reported that their school environment was pleasant and supportive, compared to 60% of the state school students. More than twice as many Waldorf students report having good relationships with teachers. Waldorf pupils also have significantly less physical ailments such as headaches, stomach aches, or disrupted sleep. There was no statistically significant difference between the state and Waldorf pupils’ achievement on state examinations; this is also true when test scores are compared based on the type of high school diploma granted.

A 2009 PISA study found that, compared to state school students, European Waldorf students are significantly more capable in the sciences, slightly less capable in mathematics; and comparable in reading ability.

A 2009 study comparing Waldorf and public school students in New Zealand found that the Waldorf students, who had no formal instruction in reading in pre-school or kindergarten, caught up in reading ability by around age 10, at which point there was "no difference in reading achievement between children who had been given early instruction in reading and those who had not".

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