293:, additional magnet school programs for children with special talents were developed at facilities in locations that parents would have otherwise found undesirable. That effort to both attract voluntary enrollment and achieve the desired racial balance met with considerable success and helped improve the acceptance of farther distances, hardships with transportation for extracurricular activities, and the separation of siblings. Even as districts such as Richmond were released from desegregation court orders, the parental selection of magnet school programs has continued to create more racially diverse schools than would have otherwise been possible. With a wide range of magnet schools available, a suitable program could be found for more children than only the "bright" ones for whom the earliest efforts were directed.
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ideas designed to influence public education were put into practice, including
Schools without Walls, Schools within a School, Multicultural Schools, Continuation Schools, Learning Centers, Fundamental Schools, and Magnet Schools. "These schools were characterized by parent, student, and teacher choice, autonomy in learning and pace, non-competitive evaluation, and a child centered approach." Magnet schools have been the most successful of the ideas that originated from the Open Schools movement. It was expounded in 1971 by educator Nolan Estes, superintendent of
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student body, which is higher than the 23% found in magnet schools without such services. Moreover, 11.9% of magnet schools that do not provide transportation are largely one-race, while only 6.4% of magnet schools with the provision of transportation are characterized as one-race schools. Such services are integral in ensuring that potential out-of-neighborhood students have access to these schools of choice. Ultimately, the presence of free transportation contributes to more integrated magnet environments.
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although there is some overlap, their origins and missions remain largely distinct. The first type of magnet school is the fully competitive admissions magnet school. These schools use competitive admissions, usually rely on a standardized assessment score, and are structured to serve and support populations that are 100% gifted and/or talented students. Schools in this group generally rank among the top 100 public high schools in the United States. Examples of this type of school and program include the
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assumptions privilege some families over others. Parents who seek out magnet schools tend to be Asian, educated, middle-class, and
English-fluent. Thus, in order to break down the racial disparities these schools were intended to dismantle, magnet school programs have to be intentional in not only their outreach efforts, but also how they create the application text itself.
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One of the goals of magnet schools is to eliminate, reduce, and prevent minority group isolation while providing the students with a stronger knowledge of academic subjects and vocational skills. Magnet schools still continue to be models for school improvement plans and provide students with opportunities to succeed in a diverse learning environment.
232:, in 1968. This second type of magnet can often take the form of "a school within a school," meaning that the school may have no competitive admissions for the majority of the school population, and even the magnet program itself may not have fully competitive admissions. This is consistent with the equity-based objectives of such programs.
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Traditionally, these magnet schools are found in neighborhoods with large minority populations. They advertise their unique educational curricula in order to attract white students who do not live in the surrounding area. In this way, the schools act as a "magnet" pulling out-of-neighborhood students
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segregation of schools in poorer areas. To encourage the voluntary desegregation, districts started developing magnet schools to draw students to specialized schools all across their districts. Each magnet school would have a specialized curriculum that would draw students based on their interests.
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that had afflicted the school district since the 1960s. The district's annual budget more than tripled in the process. The expenditure per pupil and the student-teacher ratio were the best of any major school district in the nation. Many high schools were given college-level facilities. Still, test
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of children far from their homes, and building closer schools to achieve the required balance. Later, voluntary school integration plans were developed. One approach that educators within the public school system came up with was open schools. During the Open
Schools movement of the 1970s, several
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In the United States, the term "magnet school" refers to public schools with enrichment programs that are designed to attract and serve certain targeted subgroups of potential students and their families. There are two major categories of public magnet school structures in the United States, and
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Access to free transportation is a key component in facilitating racial diversity in magnet schools. According to a survey distributed at the Magnet
Schools of America's (MSA) 2008 annual meeting, in magnet schools with free transportation services, non-white students comprise almost 33% of the
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Across the country, magnet school application forms assume that its readers are proficient in reading and writing in
English, understand the school's curriculum, and recognize what kinds of resources are offered to students at that respective school. In diverse urban contexts especially, these
300:. Capital Prep, a year-round school where more than 80% of its students are black and Latino, boasts a near-0% dropout rate; 100% of its 2009 senior class was sent to a four-year college. According to the school's principal, the goal is to prepare all of its students for college.
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Since coming into fruition, the number of magnet schools has risen dramatically. Over 232 school districts housed magnet school programs in the early 1990s. By the end of the decade, nearly 1,400 magnet schools were operating across the country.
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scores in the magnet schools did not rise; the black-white gap did not diminish; and there was less, not greater, integration. Finally, on
September 20, 2011, The Missouri Board of Education voted unanimously to withdraw the district's
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Lange, C. M. & Sletten, S. J. (2002, February). Alternative education: A brief history and research synthesis (Project FORUM). Alexandria, VA: National
Association of State Directors of Special Education. Retrieved March 2, 2009,
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to declare it the first magnet school in the country. Bartram's curriculum was concentrated in the commercial field, offering commercial and business training to students from all over
Philadelphia.
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114:, as is the case with several "schools within a school". In large urban areas, several magnet schools with different specializations may be combined into a single "center," such as
936:) ("Alternatives a la segregació escolar als Estats Units: el cas de les magnet schools"/"Alternativas a la segregación escolar en Estados Unidos: el caso de las magnet schools").
926:" ("Alternatives a la segregació escolar als Estats Units: el cas de les magnet schools"/"Alternativas a la segregación escolar en Estados Unidos: el caso de las magnet schools").
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in the
District of Columbia, and nine schools that all use competitive admissions and are overseen by the New York City Department of Education (which still uses the older term "
203:" instead of "magnet school" to refer to them). Another type of "magnet school" or "magnet program" emerged in the United States in the 1970s as one means of remedying
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Districts started embracing the magnet school models in the hope that their geographically open admissions would end racial segregation in "good" schools and decrease
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U.S. Department of
Education, Office of Innovation and Improvement, Innovations in Education: Creating Successful Magnet Schools Programs, Washington, D.C., 2004.
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in public schools, and they were written into law in Section 5301 of the Elementary and Secondary Education Authorization. Demographic trends following the 1954
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André-Bechely, Lois (2004). "The Goals of a Voluntary Integration Program and the Problems of Access: A Closer Look at a Magnet School Application Brochure".
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racial segregation. Funds were given to school districts that implemented voluntary desegregation plans or court orders to reduce racial isolation.
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With the magnets designed to increase equity, at first school districts tried using involuntary plans which involved court-ordered attendance, the
75:. Normally, a student will attend an elementary school, and this also determines the middle school and high school they attend unless they move. "
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182:, work on an art project. After studying the physical environment of the planet Mars, they are now designing a suitable Martian community.
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Some 21st-century magnet schools have de-emphasized the racial integration aspects, such as Capital Prep Magnet School, a high school in
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Le, Chinh; Frankenberg, Erica (2008). "The Post-Parents Involved Challenge: Confronting Extralegal Obstacles to Integration".
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system among students who apply, while others combine elements of competitive entrance and a lottery among applicants.
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594:"Building a Constituency for Racial Integration: Chicago's Magnet Schools and the Prehistory of School Choice"
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Magnet Schools of America (2007). Magnet schools in America: A brief history. Retrieved February 20, 2009,
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Most magnet schools concentrate on a particular discipline or area of study, while others (such as
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in Baltimore specializes in performing and visual arts, including theatre and dance and is also a
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Goldring, Ellen; Smrekar, Claire (2002). "Magnet Schools: Reform and Race in Urban Education".
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Educational Delusions? : Why Choice Can Deepen Inequality and How to Make Schools Fair
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U.S. Department of Education. Magnet school assistance. Retrieved February 27, 2009,
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Magnet Schools of America. About MSA. Retrieved February 27, 2009, www.magnet.edu
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This article is about magnet schools. For other types of specialized school, see
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schools) have a more general focus. Magnet programs may focus on academics (
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was developed in the early 1980s as a way to encourage schools to address
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Alternatives to School Segregation in the US: The Case of Magnet Schools
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342:. Other magnet schools either select all students who apply, or use a
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Some magnet schools have a competitive entrance process, requiring an
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Innovations in Education: Creating Successful Magnet School Programs
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755:"Principal's tough love, high expectations gets kids into college"
228:. The first charter school, McCarver Elementary School, opened in
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These 2nd graders from Buchanan Math Science Magnet School in
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and draw only from the district, while others are set up by
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After Brown: The Rise and Retreat of School Desegregation.
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Innovations in Education: Successful Magnet High Schools
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professor and co-director of the Civil Rights Project) "
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Thomas Jefferson High School for Science and Technology
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Other countries have similar types of schools, such as
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Thomas Jefferson High School for Science and Technology
170:, is a magnet school specializing in medical sciences
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Public schools with specialized courses or curricula
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The Troubled Crusade: American Education, 1945–1980
216:decision revealed a pattern later characterized as
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94:levels. In the United States, where education is
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848:. University of California Press. p. 118.
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289:Within a few years, in locations such as
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592:Kryczka, Nicholas (February 2019).
568:"A Brief History of Magnet Schools"
110:. Other magnet programs are within
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553:. Basic Books, 1984. p.
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1006:resources:
715:26 February
692:26 February
604:(1): 1–34.
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355:mathematics
180:Los Angeles
92:high school
66:specialized
2004:Categories
1914:in Ireland
1823:Historical
1738:Day school
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765:2009-07-23
666:magnet.edu
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367:humanities
84:elementary
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1883:in Canada
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336:interview
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1979:Category
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1694:Gurukula
1417:Academy
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801:30189779
669:Archived
422:See also
340:audition
283:de facto
263:Missouri
251:de facto
139:came to
1989:Commons
1709:Yeshiva
1704:Madrasa
1491:private
1300:College
1295:Academy
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711:. KCTV5
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164:Houston
151:History
69:courses
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1287:Higher
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1063:School
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361:, and
244:. The
237:busing
220:, the
120:Dallas
90:, and
88:middle
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1065:types
960:, at
895:S2CID
860:JSTOR
805:S2CID
797:JSTOR
411:in UK
338:, or
168:Texas
64:with
1944:K–12
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717:2012
694:2012
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