This brief digest reviews research findings on achieving racial integration in desegregated magnet schools. Studies show that resegregation tends to occur in most schools after desegregation as a result of tracking and ability grouping; furthermore, as the numbers of blacks rise in a school, the resegregation in classrooms tends to rise. A number…

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.…

This paper summarizes the "Survey of Magnet Schools," a study of the effectiveness of such schools in a nationally representative sample of 15 urban school districts. Among the significant findings are the following: (1) between 1981 and 1983 magnet school enrollments ranged from 21 percent to 71 percent white, a slightly higher percentage of…

In 1968, the Indianapolis Board of School Commissioners was found guilty of maintaining segregated schools in the district. The history behind and current status of court litigation on this matter are reviewed in this paper. Background information on school segregation in Marion County, Indiana, including a description of the county's racial…

The objective of the magnet schools concept is to create quality educational programs with distinctive features which can attract or retain pupils of various ethnic types, and thereby contribute to racial balance in the schools. Magnet schools are intended to promote desegregation by permitting parents to make voluntary choices among schools,…

This paper describes the events following the news of Oersted's discovery of the effects of a current of electricity on a magnetic needle. It focuses on Biot and Savart's law which expresses the force between a current element and a "molecule of magnetism" that can be deduced from Ampere's law of interaction between two current elements.…

This third in a series of six modules for a course titled Nondestructive Examination (NDE) Techniques II explains the principles of magnets and magnetic fields and how they are applied in magnetic particle testing, describes the theory and methods of magnetizing test specimens, describes the test equipment used, discusses the principles and…

In this booklet, options (alternatives) for education in the Chicago Public Schools are discussed. Options described are of four types, all focusing on the learning of basic skills: (1) instruction-based, such as Montessori and open schools; (2) curriculum-based, such as magnet schools, academies, environmental schools and multicultural schools;…

In this report, six surveys dealing with attitudes towards integration of San Diego schools are presented. Groups surveyed were registered voters, parents, certificated personnel, classified personnel, secondary school students, and elementary school students. Field work for each separate survey is described. Survey questions are listed and…

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…

In light of court orders and recommendations by the Cleveland Board of Education, the Magnet Schools Planning Committee convened to reconsider earlier magnet school plans, review recent literature related to magnet schools, conduct a needs assessment, enlist the evaluation aid of experts in the field of magnet schools, study magnet school programs…

The magnet schools program in St. Louis supported seven elementary and three secondary level programs. In addition, three pilot programs on the secondary level were established. The programs were evaluated in terms of basic skills achievement and social relations (defined as decreased racial isolation). Statistical analyses of achievement data…

Anthropologists studying children in their own society may tend to assume that children and adults speak the same language and have shared knowledge; children's values reflect what they learn at home, their school experience is much like the anthropologist's school experience, and school is primarily a place where knowledge is passed from teacher…

Spurred by the success of a pilot program in arts-centered education developed under the Interdisciplinary Model Programs in the Arts for Children and Teachers (IMPACT) project, the Eugene, Oregon, schools established a Magnet Arts alternative school for 150 elementary students. Sharing space and classified staff with a traditional school, it…

Tacoma School District's Exemplary Magnet Program had three main goals as its focus: (1) to increase student achievement in three elementary schools in the District; (2) to maintain or improve the racial-cultural balance in three elementary schools in the District; and, (3) to improve intergroup attitudes and behaviors among students and teachers…