The St. Louis, Missouri, magnet schools program supported eight grade schools and two high schools. Programs in law and consumer education and ethnic heritage were also undertaken. Staff development and community involvement projects were initiated. Outcomes common to all components and outcomes of specific programs were assessed. Program evaluation focused on basic skills achievement, social relations (reduction of racial isolation), organizational climate, and outcomes related to parent attitudes, staff satisfaction, and student involvement. Elementary magnet school students were shown to achieve at the same level as students in regular programs, except for third and fourth graders who achieved at a lower level. Achievement of secondary level magnet program students was generally not consistently above or below that of students in control high schools. Differences were found in comparisons among magnet schools. The trend of data collected on social relations was positive. No conclusive evidence on the effectiveness of reaching instructional goals for the ethnic heritage or law and consumer education programs was available. Workshops for staff development were perceived by teachers as effective and improving. The community involvement project was shown to have increased interaction among the Emergency School Aid Act Advisory Committee, business, civic and educational communities, parents, and the Board of Education. (MK)