This report presents the evaluation results of the Queens Tri-School Confederation magnet programs in New York City: programs designed to reduce minority-group isolation among high school students in three high schools and simultaneously improve the quality of their education through the sharing of resources and expertise. These programs, which were implemented in the 1991-92 school year, included new courses and particularly lab courses with a corresponding written curriculum that emphasized higher-level thinking skills. To reduce minority isolation, efforts were made to recruit students from among white populations. Evaluation data show difficulties in programming, the existence of small classrooms, and the reluctance of many students to attend an extended-day program. First-year program objectives to improve math and science test scores were achieved, but reading and writing objectives were not met. Data for the second program year reveal an overall increase in reading, as measured by the Degrees of Reading Power test, and in the passing rate on the writing section of the Regents Competency Test (RCT). However, passing rates fell on the reading, math, and science RCTs during the second program year. After the second year, aggregate attendance at all three schools had decreased. Recommendations conclude the report. (GLR)