Three years of implementation of the D. M. Pinkerton Latin Grammar Magnet Elementary School in Kansas City, Missouri, are evaluated in terms of enrollment and program capacity, implementation, perceptions, and achievement. Findings suggest progress toward theme-related goals, significant progress toward achievement goals, and less progress toward court-ordered desegregation goals. Four recommendations are offered to improve program implementation regarding maintaining parental involvement, establishing numerical targets for thematic infusion, ensuring the return and reimbursement of uniforms, and improving academic performance. The Latin Grammar Contractual Agreement and information on extended day classes and activities are appended, and 21 tables and figures provide supplemental data on achievement, enrollment, and participant attitudes. Contains 10 references. (LB)