This report details the technical aspects of an evaluation of Magnet School programs in the Los Angeles Unified School District in 1982-83. It focuses on implementation during that year and on progress made toward reducing harms of racial isolation. A prologue considers the social, economic, and governmental context affecting the analysis and interpretation of findings. Chapter I briefly describes the Magnet programs and focuses on their educational offerings as well as the students who choose to enroll in them. Chapter II presents study methodology; evaluation questions, sampling procedures, instrumentation, data collection, and data analysis are discussed. Chapter III provides the results of the study, organized around these major evaluation questions: (1) What changes have been made in mechanisms for explaining program options to parents and students during 1982-83? (2) What are the characteristics of students chosen to participate? (3) Do program mechanisms result in students being enrolled in desegregated schools? (4) How do policies and procedures inhibit or contribute to integration? (5) What types of services are delivered as part of the program? (6) What are the perceptions and attitudes of school personnel toward the program? (7) What arrangements have been undertaken to address particular areas of concern? and (8) What progress appears to have been made in reducing the harms set forth in the Crawford decision? Other findings presented concern the attitudes of student participants, the post-secondary opportunities available to them, and their social behavior toward other ethnic groups. Finally, major findings are summarized and recommendations are made. (KH)