This study analyzes public perceptions of Boston's magnet school program. Typically evaluated in terms of their impact on racial integration, magnet schools also were designed to improve the tarnished image of the Boston school system. While promoting voluntary integration at a handful of schools, the magnet program struggled to change the…

A plan to promote parental school choice, namely, the Cambridge Controlled Choice School Desegregation Plan, is described in this report. The introduction presents a definition and the history of school choice, and the second chapter offers a program description of the community context, an overview of the public school situation in Cambridge,…

In this updated report on the Riverside Unified School District, the district continues with its integration efforts including major program development. Over the three years of integration, performance of all children from the three major race groups has improved. In the primary grades, there has been a general trend toward higher reading…

Describes a study that evaluated the impact of a voluntary busing program begun in Chicago for the purpose of school desegregation. Discusses student academic achievement, student affect, classroom interaction, and parent attitudes. Concludes that, though the program was not detrimental to students in desegregated schools, parent discontent seemed…

This paper presents findings of a study that examined the effect of termination of funding on a magnet-school program. The federally funded program was implemented in Forrest City, Arkansas, to eliminate racial imbalance in the elementary schools. The program was based on the assumption that with enough time and financial assistance, racial…

Although a number of studies have shown that magnet programs have positive effects on educational outcomes for students, most of the outcome measures examined are tests taken before students graduate. This paper attempts to extend those studies by using survey data provided by graduates from a large, urban high school to compare the effects of the…

Examines research demonstrating that forced busing does not guarantee equal education or raise minority achievement. Advocates a first choice, free transportation system to fulfill the intent of Brown v. Board of Education. (SK)

The 1993-94 school year marked the first year of the federally-assisted magnet program implemented by Charlotte-Mecklenberg (North Carolina) Schools (CMS). This paper presents the program's goals, the measurable objectives developed to meet the goals, and first-year outcomes. The goals were to reduce, eliminate, or prevent minority group isolation…

This report recounts the enrollment and participation of minority and nonminority students in the Charlotte-Mecklenburg Schools (CMS) Magnet Program. The 1994-95 school year was the second year in which federal support was received. The magnet program is part of a 5-year Student Assignment Plan that seeks to eliminate racial isolation and to…

A magnet school has four essential ingredients: a distinctive curriculum; a unique district purpose for voluntary desegregation; an opportunity for school choice; and access to students beyond a district attendance zone. Most magnet schools have one of five types of curricular themes: the fine, applied, or performing arts; the sciences; social…

In order to provide high quality specialized instruction and to achieve voluntary integration, a magnet program was developoed in the Fort Worth (Texas) Independent School District. The program is in its third year of implementation and currently is underway in two high schools, two middle schools, and an elementary school. Program features…

This paper provides a case study of eight magnet schools in Austin, Texas, to illustrate the role of evaluation research in assessing the impact of the magnet school experience on students and parents. After an introduction, the paper describes the history of Austin's magnet schools at the elementary, junior high, and high school levels. Next,…

In 1984, a research study was conducted to document whether magnet schools provide quality education and promote racial/ethnic balance. As a result of the study it was found that magnet schools: (1) are associated with positive student achievement; (2) produce consistent effects in elementary and secondary schools and in schools with different…

The Emergency School Aid Act (ESAA) Title VI provided funds to assist in the voluntary desegregation of the Milwaukee Public Schools through a variety of magnet special school programs which would attract area-wide or district-wide enrollment. These special programs are located in elementary, middle, and senior high schools throughout the city.…

Funds provided by the Emergency School Aid Act Title VII Magnet Project in 1978-1979 were largely responsible for attainment by the Milwaukee Public Schools of voluntary desegregation through specialty schools designed to meet a variety of student needs and interests. The positive impact of magnet schools on system goals was confirmed by…