A study examined the effectiveness of the Westport Business Technology Magnet High School (WHS) in Kansas City, Missouri, after its third year of operation. Data for the summative evaluation were obtained from the following: classroom observations/site visits; interviews, dialogues, and surveys of WHS teachers, students, and parents; and the school district's offices. The evaluation established that the magnet school approach had resulted in only negligible progress toward desegregation. Teachers cited staff commitment and opportunities for students as the major strengths of the WHS program; however, most teachers expressed major concerns with regard to the following: communication among staff and administrators; structure of the curriculum and its success in preparing students for business; and student attendance. Only one-fourth of the students surveyed cited "theme" as the most important fact in their decision to attend WHS. Most students and parents were satisfied with the education provided at WHS. The following were recommended: developing and implementing a multicultural curriculum to teach appreciation/tolerance of ethnic diversity, establishing an appropriate discipline policy, and providing training and assistance in theme infusion. (Contains 10 references. Twenty-six tables/figures are included. Appended is a report on a dialogue among the magnet theme evaluators and selected history classes at WHS.) (MN)