Reports on teacher, principal, parent, and student reactions to a desegregation plan implemented in Buffalo, New York, which permits teachers to choose the magnet schools in which they desire to teach and parents to select their children's schools. (GC)

Continues a discussion of magnetic fluids by providing background information on and procedures for conducting several demonstrations. Indicates that, with a little patience and ingenuity, only modest magnetic fields and about 20 ml of low-viscosity, commercial magnetite-water-based magnetic fluid are required. (JN)

Presented are two science demonstration projects: (1) the simulation of a magnetic survey utilizing a bar magnet buried in a sand box and (2) an investigation of the reaction between lead nitrate and sodium hydroxide. (SL)

Magnet schools remain the most widespread form of school choice. This paper explores the relationship between parents' reasons for choice and their level of satisfaction and involvement with their chosen magnet school. The study involved 18 elementary magnet schools in 2 large urban school districts. A survey was sent to all parents with…

This booklet contains statements of the members of the U.S. Senate Committee on Health, Education, Labor, and Pensions regarding financial support for arts education in magnet schools. The booklet identifies the committee members and staff members and then details the opening statements of Senator James M. Jeffords (Vermont), the Committee…

School district accountability efforts have been challenged to develop procedures that determine the effects of their programs on student achievement within the typical implementation setting (i.e., nonrandom student assignment to nested school within program placements). Disentangling program effects from contextual and participant factors…

Describes several outstanding high school physics programs and analyzes the reasons for their success. This analysis suggests a set of conditions for creating successful programs at other schools. A list of goals for successful physics programs is included. (JN)

Describes an immersion program in the Milwaukee Public Schools in which children learn to understand, speak, read, and write two languages; by the time they finish sixth grade, they are functionally bilingual. Elements discussed include parental involvement, staffing and recruitment, acquiring materials, and program costs. (CT)

Makes a case for magnet schools, especially as part of desegregation efforts. Briefly describes magnet schools around the country and some of their problems. (JM)

Derives a familiar torque-angular momentum theorem for the electromagnetic field, and includes the intrinsic torques exerted by the fields on the polarized medium. This inclusion leads to the expressions for the intrinsic angular momentum carried by the radiation traveling through a charge-free medium. (Author/MA)

Compares the effectiveness of magnet schools in increasing interracial contact in two contexts: (1) districts using magnet schools as the alternative to forced busing; and (2) districts using magnet schools as a component of a mandatory desegregation plan. (Author/BE)