A study of the implementation and effectiveness of a unique magnet program, this first-year evaluation deals with the International Baccalaureate/Writing Academy magnet program implemented at San Diego (California) High School during the 1985-1986 school year. The first chapter points out issues and concerns of the program, while the second chapter provides background information about the writing academy--a high school program stressing writing for real-life situations, and the international baccalaureate--a program of study stressing international concerns and foreign language skills. This chapter also contains a listing of the evaluation questions used in the study. The third chapter describes the methodology of the study, which included comparison school selection, student selection and testing, instrumentation, data collection and scoring, and data analysis. The evaluation findings are presented in the fourth chapter, including data on the following: (1) evaluation goals/questions/findings; (2) results from the study: equity in student placement; (3) course changes; (4) track mobility; (5) track enrollments; (6) English classes; (7) math classes; (8) schoolwide concerns; (9) results of a teacher survey; and (10) results of a student survey. Discussion and recommendations are the topics of the final chapter, which is followed by a bibliography, seven tables of comparative data, and nine appendixes presenting standardized test results, student writing samples, and survey results. (SKC)