This report presents a formative evaluation of the Van Horn Engineering and Technology Magnet High School in the Kansas City School District, Missouri. It presents data collected throughout the program's first year, including student demographics, program implementation information, achievement data, and perceptions of the program held by staff and students. The school did not meet its established minority and non-minority goals. It is reported that site and classroom visits to Van Horn revealed some evidence of implementation of the magnet theme of engineering and technology. A summary of the achievement test scores appear in table form along with clarifying information. It is reported that students held negative perspectives concerning the school experience and teacher's perceptions were generally negative, too. Teacher and student responses are portrayed in tables 5 and 6. A final section draws conclusions about the program and makes recommendations for program improvement. The following recommendations are presented: (1) continue to bring the ethnic composition of the High School in line with the court-ordered desegregation goals; (2) discover why students rated the program negatively; (3) discover how to commit teachers to the theme and challenge them personally and professionally; and (4) strengthen academic lessons. (Contains 3 references.) (MCO)