Contemporary desegregation planning has been dominated by the use of magnet schools and the controlled choice process. This paper includes an examination of the organizing principles of magnet schools. Following the description of the architecture of the magnet schools themselves is a review of the organizing principles involved in the controlled choice process. The paper concludes with a review of the reasons for the attractiveness of the magnet school and controlled choice process in desegregation planning and a series of comments on the frequently cited criticisms of the magnet school plans. (Author)