A formative evaluation documented the progress made by three elementary schools (Crispus Attucks, New West, and Troost) during the second year of implementing the communications and writing theme in the Kansas City, Missouri School District's Long Range Magnet School Plan. Results indicated that all schools are making good progress in implementing the communications and writing theme. Enrollment at each school was at least 80% of capacity. Court-ordered minority enrollment goals were variable. The levels of student, teacher, and parent satisfaction with the communications and writing program were favorable and had improved since the first year of implementation. Compared to the previous year, more students participated in and enjoyed theme classes. Theme instructional experiences in video production, photography, computer use, and writing were well received. The only problem expressed by students concerned student relations. A large majority of students stated that they did not get along well with students of other races and cultures. Teachers were concerned with the relatively low level of academic progress made by the students. Teachers' principal dissatisfaction was with staff development and inservice programs. Parent perceptions were favorable toward the school, the magnet program, and the progress of their child in the theme. Achievement data varied considerably among schools, by grade, and by ethnicity. (Eleven tables of data are included. Four appendixes on special projects and activities in the three schools; student, teacher, and parent perceptions and ratings by school; New West extended day activities; and Iowa Tests of Basic Skills (ITBS) scores by school are attached.) (SR)